Skip to main content

Full text of "Bold New Directions: Eckerd College Catalogue 1976-77"

See other formats


Catalogue 



St. Petersburg, Florida 



■^.ri»3» 



^i^' 






..<4I'^^^ 






ff:,-*^*i^ 



»€"■ TfT^""^ #» 



ff^z 






^V, 



^-y^-|fv^^ 









I! 



I 



^ll^^!5 



.irf*^ » 31 




(h 



ECKERD COLLEGE CATALOGUE 

CONTENTS 



Page 



The Academic Program 2 

Degree Requirements 2 

Honors at Graduation 2 

Academic Credit 2 

Majors and Areas of Concentration 3 

Pre-Professional Programs 3 

Teacher Education 4 

Special Academic Programs 4 

I nternational Education 4 

Off-Campus Programs 4 

Career Development 4 

Summer Module 4 

Library 5 

Learning Resources Center 5 

Academic Policies 5 

Registration 5 

Study Lists 5 

Auditors 5 

Evaluation and Records 6 

Scholarship Requirements 6 

Courses 6 

Index 7 

Foundations Collegium 18 

Creative Arts Collegium 22 

Letters Collegium 35 

Comparative Cultures Collegium 46 

Behavioral Science Collegium 55 

Natural Sciences Collegium 64 

Physical Education Activities 75 

Winter Term Projects 76 

Admission 83 

Freshman Admission 83 

Early Admission 83 

Advanced Placement Program 83 

Transfer Admission 83 

Costs and Financial Aid 84 

Costs 84 

Aid to Students 84 

Thomas Presidential Scholarships 84 

Faculty 84 

Administration and Boards 88 

Calendar 94 



(h 



THE ACADEMIC PROGRAM 

DEGREE REQUIREMENTS 

Eckerd College is chartered by the State of Florida to 
confer the degrees of Bachelor of Arts and Bachelor 
of Science. Its degree programs are approved by the 
Southern Association of Colleges and Schools. 

Unless modified in individual cases by action of the 
Educational Policy and Program Committee and the 
Provost, the following requirements must be fulfilled 
by all students in order to qualify for formal recom- 
mendation by the faculty for the Bachelors degree: 

1) The satisfactory completion of a minimum of 32 
courses, plus an autumn term in the Freshman 
year and a winter term project in each subsequent 
year. One of the winter term projects, ordinarily 
in the Junior year, must be in the student's major 
or area of concentration. 

2) Modes of Learning - two courses to be completed 
by the end of the Sophomore year. 

3) The satisfactory completion of Values Sequence 
requirements as follows: 

a) Foundations - two seminars to be completed 
in the Freshman year. 

b) World View - two Area Studies courses to be 
completed by the end of the Junior year. Other 
courses (foreign language, semester abroad, 
etc . , as approved by the Comparative Cultures 
Collegium) may be used to satisfy the World 
View requirement. 

c) Upper-division Colloquia - four courses during 
the Junior and Senior years, two from within 
the student's collegium, one from without, 
and the fourth from any collegium. 

Students transferring to Eckerd as Sophomores are 
considered exempt from the Foundations and Modes 
of Learning requirements; students transferring as 
Juniors are also considered exempt from the World 
View requirements. 

4) The completion of a major (from the list of 30 
majors formally approved by the faculty), or an 
independently designed area of concentration. 
The area of concentration must be approved by 
three members of the faculty, with an approved 
study plan filed in the Office of the Registrar. 

5) The satisfactory completion in the Senior year of a 
comprehensive examination, thesis, or creative 
project in the major or area of concentration. 

In order to graduate from Eckerd College, a student 
must ordinarily spend at least two years, including 
the Senior year, at the college or in an approved 



off-campus program. Requests for exception, 
together with reasons, may be directed to the 
Provost. 

HONORS AT GRADUATION 

Eckerd College awards diplomas with honors to a few 
students in each graduating class. Criteria are 
entirely academic and include performance in 
courses, independent study and research, and on the 
comprehensive examination, thesis or project. 
Accomplishment on the complete college program is 
honored rather than in a major, concentration, or 
discipline alone. 

Nomination for honors is the responsibility of the 
chairmen of the Collegia, advised by faculty 
members related to the nominee's concentration, 
and honors are conferred upon recommendation of a 
committee of three faculty members. The awarding 
of honors is announced at graduation ceremonies. 

ACADEMIC CREDIT 

Credit toward a degree is awarded for satisfactory 
course completion, independent study projects, 
directed study programs, academic work certified by 
another degree-granting institution, and proficiency 
demonstrated by examination. 

Credit by course completion is based upon the 
assumption that the college's academic program is 
ordinarily the full-time activity of a student. A 
normal academic load is eight courses plus an 
autumn term in the Freshman year and eight courses 
plus a winter term project in each subsequent year. 

Credit may be earned through independent study by 

students who exhibit both the self discipline and 
mastery of the methodologies demanded by the 
subject matter selected by the student. An 
independent study project is designed by a student 
in consultation with the professor who is to supervise 
and evaluate the work. An academic contract, 
drawn in advance, specifies the subject and method 
of inquiry, the materials to be used, the purpose of 
the project, and the basis of evaluation and credit. 
Each contract must be approved by the Director of 
Independent Study. Independent study options are 
available for both on and off-campus opportunities. 
Contracts for these purposes are available from the 
Registrar. 

Provision is also made for credit by directed study. 

Both independent study and directed study require 
advance planning by the instructor and student. 
While initiative rests with the student for design of 
independent study, in directed study the instructor is 
responsible for supplying a syllabus which defines 
the program. 



d) 



Credit is granted by transfer from degree-granting 
institutions. A student entering Eckerd College 
should request that a transcript of work done in 
other institutions be sent to the Registrar. When the 
transcript has been evaluated, the applicant is 
notified of the credit accepted by transfer. Eckerd 
College students who wish to enroll for part of their 
programs at other institutions should have the 
approval in advance of their faculty-Mentors. 

Credit for demonstrated proficiency is accorded 
when a student applies for it with the Registrar and 
successfully completes appropriate examinations. 
College Level Examination Programs are recognized 
for both advanced placement and academic credit. 

The college recognizes that many experiences 
outside the classroom may contribute to a student's 
program. Internships, participation in community 
projects, and field experience may be accorded 
credit if closely coordinated with the student's 
academic program. Such experience ordinarily 
constitutes a part of a regular course of independent 
study project. 

MAJORS AND 

AREAS OF CONCENTRATION 

At Eckerd College efforts are made to tailor programs 
of study to the particular needs and interests of 
individual students. To help guide students with the 
selection of courses, the faculty has approved a 
number of disciplinary and interdisciplinary majors. 
in most cases, the faculty members associated with 
each major have prescribed minimum course 
requirements for the major. Students desiring 
specific information about major programs should 
consult their Mentors, collegial chairmen and 
discipline coordinators. A list of the faculty 
approved majors follows; 



American Studies 

Anthropology 

Biology 

Biopsychology 

Chemistry 

Comparative Literature 

Creative Writing 

East Asian Studies 

Economics 

Elementary & Early Childhood Education 

Environmental Studies 

French Studies 

Germanic Studies 



Hispanic Studies 

History 

Literature 

Management 

Mathematics 

Modern Languages 

Music 4 

Philosophy 

Philosophy-Religion 

Physics 

Political Science 

Psychology 

Russian Studies 

Religious Studies 

Sociology 

Theatre 

Visual Arts 

Students desiring to design their own programs of 
study are encouraged to develop an individualized 
area of concentration in cooperation with their 
Mentors. The proposed plan of study must 
ultimately be approved by a collegium and have 
identified with it a specific committee of at least 
three faculty members. The approved study plan 
must be filed in the Registrar's office. 



PRE-PROFESSIONAL PROGRAMS 

Eckerd College regards liberal arts education as 
essential to thorough professional training and 
unites a broad freedom of student choice with 
course offerings designed to qualify students for 
graduate education in a number of fields, for law 
and medical school, medical technology, the 
ministry, engineering, elementary and secondary 
education, management, and selected community 
professions. 

The Eckerd principle is that pre-professional trainmg 
shall be obtained through intensively supervised 
internship rather than by professional and pre- 
professional courses that tend to limit the scope and 
quality of liberal arts education. Discussion of the 
teacher education program, immediately following, 
exemplifies the application of this principle. 
Students in management take certain specialized 
courses, such as accounting, and prepare themselves 
through internships carefully planned with the 
Mentor of the management program. Similarly, 
community professions such as human relations 
occupations involve a thorough liberal arts base, to 
which are added supervised field and employment 
experiences designed to the particular interest and 
need of the student. Students apply for admission to 
their programs after demonstrating competence in 
the first and/or second years of the college. 



C£l 



TEACHER EDUCATION 

There are three programs of teacher education 
leading to a teacher certification-secondary, 
elementary, and early childhood. For secondary 
certification, a student must complete a major in a 
content area, an Introduction to Psychology course, 
and a series of six field-based Education experiences. 
Five of these Education courses are taken in the 
second semester of the senior year when career 
motivation is uppermost in the student's life. The 
elementary certification program includes an Eckerd 
College major in elementary education. The required 
and elective courses are chosen from a variety of 
disciplines, so that the major is attractively broad, 
liberal arts based, and practical. Early childhood 
certification is achieved by completing two courses 
in early childhood education in addition to the 
elementary education major. All three programs are 
approved by the State of Florida Department of 
Education and twenty-nine other states. 

SPECIAL ACADEMIC PROGRAMS 

INTERNATIONAL EDUCATION 

Options for study abroad are many, with a wide 
range of locations, courses, and time frames 
available. 

Semester Abroad in London is offered in both the fall 
and spring at the college's own Study Center, 
adjacent to the University of London and only a few 
minutes from London's famed West End. The college 
assists students to participate in study programs in 
Florence (art), Barcelona, Aix-en-Provence or 
Avignon, or Germany (language). Eckerd's annual 
winter term offerings overseas each January are 
nationally recognized. The college organizes its own 
charter flights and projects are regularly available in 
such locations as Ireland, Austria, London, Jamaica, 
Colombia, Italy, Russia and elsewhere. 

Summer modules provide the opportunity for 
intensive language and cultural study during a six 
week period. In previous years students have 
traveled to Greece and Germany and studied for as 
much as two courses of credit during the summer 
module. 

OFF-CAMPUS PROGRAMS 

The modular schedule permits off-campus study for 
periods of one month (January), one module (seven 
weeks), one semester (14 weeks), and up to a full 
academic year. Students are encouraged to take 
advantage of programs and facilities not available at 
Eckerd through the off-campus program. It is 
possible to participate in group projects with a 



faculty leader or to contract independent studies of 
the student's own design. Group projects such as an 
archaeological dig in the southwest, study of 
Voodoo in New Orleans, government operations in 
Washington, D.C., or urban problems in Chicago are 
possible. Independent projects for individual 
students have been undertaken in industry, the 
Argonne Laboratories, marine research, and at an 
Indian reservation. 

The winter term, through cooperation with other 
schools having similar calendars, provides for 
specialized, intensive projects on other campuses 
throughout the United States. As many as 100 
students participate in such exchanges each year, 
undertaking studies at more than fifty cooperating 
colleges. 

The Off-Campus Programs office assists students in 
making arrangements, preparing contracts, and 
providing information and ideas related to various 
choices. 

CAREER DEVELOPMENT 

Each student is encouraged to explore career options 
and learn through experience about the realities of 
the world of work by participating in an off-campus 
placement. These opportunities are available 
through the coordinated efforts of the Career- 
Service staff and the faculty. 

Counseling helps acquaint students with the nature 
of various careers and testing reveals their own 
potential. Through placement in the field, practical 
insights can be obtained. Credit can be earned by 
completing the terms of approved independent 
study contracts which are related to field experi- 
ence. A placement service seeks to assist students in 
finding suitable positions at the time of graduation. 

Career-Service is a Special Academic Program which 
involves representatives from the Career and 
Personal Counseling Center and, in some instances, 
the International Education office. Remunerative 
jobs, pre-professional internships, and field 
experience are designed to provide a range of 
opportunities that lead students into responsible 
vocational choices and career competence. 

SUMMER MODULE 

The summer module is a seven week period in which 
a full module of academic work is offered in subjects 
announced each spring. Students wishing to be 
absent from the campus for leave of absence, work 
experience, or foreign travel during a module 
between August and June may, through planning 
with the Mentor, study in the summer and graduate 



en 



without prolongation of their program. Students 
wishing to accelerate may do so through summer 
work. 

Students desiring to do independent or directed 
studies during the summer may do so, either on the 
campus or elsewhere, consistently with the college's 
general standards and procedures regarding 
independent study. 

THE ECKERD COLLEGE LIBRARY 

The purpose of the library is to support the educa- 
tional aims of the college by providing those 
facilities, resources, and services which will enable 
the students to achieve their full potential. Located 
in the center of the campus, the library provides an 
open and free environment for study and general 
reading. Quiet study carrels and carpeted lounge 
areas are interspersed throughout the open stack 
collection on the main floor while the mezzanine 
reading lounge provides a favorite place for smokers. 
A typing room is available for students who do not 
have their own typewriters. An audio-visual area 
with ten self-instructional carrels is a popular place 
to listen to one of the growing number of cassettes 
available in the collection. Art works and exhibits 
create a stimulating atmosphere in which to work or 
relax. 

The collection contains more than 120,000 volumes 
with an acquisition rate of 6,000 additional volumes 
each year. The library also subscribes currently to 
more than 1,200 periodicals, contains a spoken 
record collection numbering more than 1,000, and 
has over 34,000 volumes in microform comprising 
more than 3,000,000 book pages. The services of the 
library are provided by highly trained professional 
librarians each of whom possess a masters degree in 
a second academic area. At least one of these 
professionals is on duty during most library hours (92 
hours a week). The rest of the library staff is just as 
eager and capable of helping the student meet 
certain needs. The whole staff feels personally 
involved with each student in an adventure of 
learning by providing bibliographic help, reference 
service, circulation aid, interlibrary loan privileges, 
by sharing pens, pencils, paper clips, and by 
developing friendships which last beyond four years. 

THE LEARNING RESOURCES CENTER 

The enhancement of the student's learning 
capability is the purpose of the Learning Resources 
Center. Working closely with the Foundations 
Collegium, the director, the Writing Center 
supervisor, and their associates assist students who 
wish to improve reading, vocabulary, speed and 
comprehension levels; writing skills; listening skills; 



discussion-participation capabilities; and research 
competence. Assistance m such areas is offered on 
an individual consultation basis and in study skills 
credit courses as well. Student selectivity at Eckerd is 
such that remediation is secondary to enhancement 
of already developed skills. 

ACADEMIC POLICIES 

The academic year at Eckerd College consists of two 
fourteen-week semesters (each divided into two 
seven-week modules), a three-week autumn term for 
freshmen, and a four-week winter term. During each 
semester both module and semester long courses are 
available. Ordinarily a full-time student will register 
for four courses during each semester. Students 
registered for three to five courses are 
considered full-time and are charged full tuition 
rates for the semester. 

REGISTRATION 

Registration dates are listed in the calendar at the 
back of this catalogue. Upon completion of 
procedures as outlined in registration materials the 
student's registration is approved by the business 
office and the Registrar. Any student who fails to 
complete registration and secure the final approval 
of the Registrar within the first week of the module is 
not properly enrolled and may be denied all credit 
for the module's work. 

STUDY LISTS 

All courses for which the student wishes to register 
for credit must be listed on the official registration 
form The student is responsible for every course 
listed and can receive no credit for courses not listed 
on this form. After registration day, official changes 
in study lists may be made only through official 
drop/add cards approved bV the instructors whose 
courses are involved. LJnless a course is officially 
dropped, a grade of F will be incurred. No course 
may be added after the drop/add deadlines which 
are printed in the calendar in the back of this 
catalogue. 

AUDITORS 

Any regularly registered full-time student may audit 
a course without fee, subject to permission of the 
instructor. A full-time student will be charged an 
auditor's fee of $150. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the 
instructor and payment of an auditor's fee of $150. 
No entry is made on the student's permanent record 
concerning audited classes. A course taken for audit 
may be changed to credit with the instructor's 
permission, if the change is filed with the Registrar 
before the last week of the class. 



Gl 



EVALUATION AND RECORDS 

The standard grading system of the college is HP 
(High Pass), P (Pass), and F (Fail). These grades are 
reported to students and entered on the official 
records of the college. Instructors also report to the 
Registrar evaluations of A,B,C,D, or F. These reports 
constitute an auxiliary record and are held for use 
solely at the direction of the student. 

A grade of Incomplete (I) indicates that although the 
work completed is of passing grade, some portion of 
the course remains unfinished because of illness or 
for some other reason beyond the student's control. 
Although the (I) will remain a part of the student's 
official record, a letter grade will also be noted on 
the record upon completion of the course 
requirements, if not completed within a year from 
the date on which it was incurred, an Incomplete 
becomes an F 

In case of formal withdrawal before the middle of a 
module/semester, a grade of W is recorded. If 
withdrawal occurs after the middle of a class, a 
grade of WP is recorded if work completed has been 
of passing quality, or WF if work completed has not 
been of passing quality. 

SCHOLARSHIP REQUIREMENTS 

At the close of each semester, the Academic Review 
Committee analyzes the progress of every student 
who has failed a course. Mentors, professors, and 
student personnel advisors may be consulted. If, in 
the judgment of the Committee, the cumulative 
record is unsatisfactory, appropriate action is taken 
by the Committee. A student who has accumulated 
more than one F is placed in one of the following 
catagories: Probation - two or three accumulated 
Failures; Subject to Dismissal - four accumulated 
Failures; Dismissal - more than four accumulated 
Failures. A student who has been dismissed for 
academic reasons will be ineligible to register at 
Eckerd College for at least one semester after the 
date of suspension. To apply for reinstatement after 
the dismissal, a student shall apply for readmission 
through the Admissions office. 



COURSE LISTINGS 

MEANING OF LETTERS AND NUMBERS 

Courses are designated by three letters, followed by 
three numerals. 

1. The first letter indicates the collegium through 
which the course is offered: A-Creative Arts; 
L-Letters; C-Comparative Cultures; B-Behavioral 
Science; N-Naturai Sciences; FDN-Foundations. 

2. The second two letters indicate the discipline. 
The letters VS indicate that the course is part of 
the Values Sequence. The letters CM indicate a 
coliegial course. The letters AS indicate that the 
course is an Area Studies. The letters WT indicate 
a winter term project. 

3. The first digit of the three numbers indicates the 
level of the course: 1 and 2 indicate a course at 
the Freshman or Sophomore level; 3 and 4 
indicate a course at the Junior or Senior level. 

4. The second and third digits are used at the 
discretion of the collegium, with the following 
exceptions: second digit, 1 indicates a Modes of 
Learning course; 5 indicates a directed study; and 
9 indicates an independent study. 

Opportunities for independent study are available in 
all collegia. Independent study contracts are 
negotiated between the student and the faculty 
sponsor. Independent study contract forms are 
available in the Registrar's office. 

Directed studies are listed in this catalogue. Copies 
of directed studies are available in the Registrar's 
office. 

Modes of Learning courses and Directed Studies 

are included within subject matter listings and 
also appear separately in the following index. 
Values sequence courses are listed under 
Coliegial Courses. 

Any pre-registered student who has not attended 
classes by the end of the drop/add period is not 
eligible for credit. 



COURSE LISTINGS INDEX 



(ll 



Course 

Number Course Title and Instructor Page 

AUTUMN TERM PROJECTS 

FDN 101 Photography: Science and Art (Block) "IS 

FDN 102 Leadership Training in Activity-Centered Education (Bredenberg) ^8 

FDN 103 The Art of Public Debate (Carlsten) — 18 

FDN 104 Rites of Passage: Religious and Secular (Chesnut) ^^ 

FDN 105 "The head bone's connected to the neck bone " 

(DeCroot, Hariey) 18 

FDN 106 Medieval English Drama: Pageants and Puppets (Empric) 19 

FDN 107 America's "American" Americans (Figueroa) 19 

FDN 108 Bargaining and Negotiation (Gamelin) 19 

FDN 109 Signs and Symbols (Johnson) 19 

FDN 110 Six Poets: Contemporary American and British Poetry (Meinke) 19 

FDN 111 Opinion: Yours, Mine, Ours, Public (Murphy) 20 

FDN 112 TheScientific Work of Sir Isaac Newton (Pav) 20 

FDN 113 Tolerance of Aquatic Organisms to Environmental Factors (Reid) 20 

FDN 114 Why People Play (Taylor) 20 

FDN 115 Historical Novels: The Interweaving of Fact and Fiction (Wilbur) 20 

FDN 116 The Social Psychology of Romantic Love (Williams) 20 

FDN 117 Creative Problem-Solving in Management (Wilson) 21 

MODES OF LEARNING COURSES 

AAR 111 Visual Problem Solving I (Crane) 24 

AAR 112 Drawing Fundamentals (Hodgell) ^'^ 

AED 118 Early Childhood Education I (Staff) 26 

AED 119 Environments of Learning (Bredenberg) 26 

ALI 110 Literary Studies (Mathews) 29 

AMU 115 Comprehensive Musicianship I (Waters) ^^ 

APS 114 Humanistic Approach to Thinking and Feeling (West) ^2 

ATH 110 Movement as a Mode of Learning (Frosch) ^^ 

ATH 117 The Living Theatre (Morrison) - ^3 

LHI 111 The Search for Meaning in History (Brundage) 37 

LHI 112 Problemsof American Civilization (McKee) 37 

LLI 111 Literary Studies (Empric) 40 

LPL 111 Logic and Language (Pav) 42 

LPL 112 Modes of Philosophizing (Irwin) 43 

LRE 111 Varietiesof Religion (Chesnut) 44 

LRE 112 Man'sSearchfor Ultimate Reality (Carlsten) 44 

LRE 113 Understanding the Bible (Chesnut) 45 

CFR 110 Elementary French Through Film (H. Genz) 49 

CGR 110 German Conversation Through Film I (Paidosh) — 49 

CRE 113 Religion in Non-Western Cultures (Johnston) 52 

CRU 110 Elementary Russian (V. Parsons) 53 

CSP 110 Beginning Spanish I (Figueroa) 53 

CSP 110 Beginning Spanish I (Trakas) 53 

BCS 116 The American Community (Winston) 57 

BPO 114 International Politics (Gamelin) 60 

BPS 112 Introduction to Psychology (Dembroski) 61 

BSO 110 Introduction to Sociology (Staff) 62 

NCM113 Computer Algorithms and Programming (Maddox) 64 

NCM116 Natural History (Staff) 64 

NCH 110 Introduction to Chemistry (P. Ferguson) 68 

NMA 111 Algebra (Lofquist) 70 

NMA 113 Trigonometry (Meacham) - 70 

NPS 112 Thinking and Problem Solving (MacDougall) 73 

NPS 114 The Biological Bases of Human Behavior (Capobianco) 74 



en 



Course 

Number Course Title and Instructor Page 

COLLEGIUM AND VALUES SEQUENCE COURSES 

Foundations Collegium 

FDN 121 Communications: Writing Skills (N. Carter) 21 

FDN 122 The Art of Speech Communication (Carlsten) 21 

FDN 123 Fitness and Skills (Harley) 21 

FPE 121 Principlesof Physical Education (Harley) 21 

FVS 181 Inquiry and Human Nature (Staff) 22 

FVS 182 Values and the Search for Spirit (Staff) 22 

Creative Arts Collegium 

ACM 305 Resident Advisor Internship (Staff) 22 

AVS 381 Philosophy and Education (Gill) 22 

AVS 382 Bodies, Persons, and Meaning (Gill) — - 22 

AVS 383 The Psychology of Consciousness (West) 23 

AVS 384 Twentieth Century American Women Artists and Writers 

(N . Carter) 23 

AVS 385 Fact and Value (Gill) 23 

AVS 386 The Fall of 76: A Bicentennial Critique (Mathews) 23 

AVS 387 Performance, Performing, Performer (Carlson) 23 

AVS 388 The Art Experience (Hodgell) 23 

AVS 389 Creative Listening (Smith) 24 

AVS 481 Senior Seminar in Art (Crane) 24 

AVS 484 Issues in Education (Ransbury) 24 

Letters Collegium 

LCM 281 Life and Death in Indian (Hindu) Literature and Culture (Irwin) 35 

LVS 201 WesternCivilization (H. Carter, McKee, Irwin) 36 

LVS 301 Western Myths, Old and New (H. Carter, McKee) 36 

LVS 302 Justice, Law, and Community (Brundage, Rackow, Wilbur) 36 

LVS 303 Human Nature (Brundage, R. Genz, Irwin) 36 

Comparative Cultures Collegium 

CCM 131 The Black Church in Retrospect (Stith) '^ 

CCM 336 Methods of Teaching Languages (Paidosh) ^^ 

CVS 483 Comparative Cultures Colloquium (DeGroot) '^^ 

CVS 485 Ideology and Social Change: China, Japan, and the U.S. 

Compared (G. Johnston, A. Johnson) ^7 

CAS 282 East Asian Area Studies (Chesnut, Johnston) 47 

CAS 283 Soviet Area Studies (W. Parsons, Johnson, V. Parsons) 48 

CAS 284 French Area Studies (H. Genz, R. Genz) 48 

CAS 285 German Area Studies (Paidosh, Staff) 48 

CAS 286 Culturesof Africa (Barnett, Staff) 48 

CAS 287 Spanish Area Studies (Trakas, Staff) 48 

Behavioral Science Collegium 

BCM 260 Statistical Methods (Williams) 55 

BCM 360 Research Design (Winston) 55 

BVS 361 Colloquium in Social Psychology (Dembroski) 55 

BVS 364 Deviance and Disorganization (Staff) - 55 

BVS 367 Managerial Theory and Practice (Wilson) 55 

BVS 460 Public Policy (Bentley) 56 

BVS 462 Colloquium in Social Policy (Winston) 56 

BVS 463 Modernization in Third World Nations (Barnett, Gamelin) 56 

BVS 468 Philosophy of the Social Sciences (Gill) — -- — - 56 



(1} 



Course 

Number Course Title and Instructor '^^S^ 

Natural Science Collegium 

ISICM113 Computer Algoriths and Programming (Maddox) 

NCM116 Natural History (Staff) 

NCM 150 The Universe (Foster) 

NCM 151 The World of Life (Foster) 

NCM 204/254 Electronics (Block) 

NCM 205 Astronomy 1977 (Block) 

NCM 250 A History of Scientific Ideas (Foster) 

NCM 251 The Future of Man: Worlds of Science Fiction (Foster) 

NCM 350 Modern Astronomy (Foster) 

NCM 401 The Oceans and Man (J. Ferguson) 

NVS 480 The Conduct of Science and Technology (D'Agnostino) 65 

NVS 486 Psychology and Medicine (MacDougall) 

ISIVS 488 Natural Sciences Collegium Colloquium (Staff) ^^ 

ANTHROPOLOGY COURSES 

CAN 202 The Anthropological Experience (DeCroot) 

CAN 208 Human Sexuality (DeCroot) 

BAN 230 The Nature of Human Adaptation: An Introduction to 

Anthropology (Barnett) 

CAN 251/252 The Endless Journey: An Introduction to Anthropology (DeCroot) 

BAN 330 Physical Anthropology (Barnett) 

CAN 330 Cultural Ecology (DeCroot) 

BAN 334 Applied Anthropology (Barnett) 

BAN 436 History of Anthropological Theory (Barnett) 

AREA STUDIES COURSES 

CAS 282 East Asian Area Studies (Chesnut, Johnston) '^'^ 

CAS 283 Soviet Area Studies (W. Parsons, Johnson, V. Parsons) 48 

CAS 284 French Area Studies (H. Genz, R. Genz) 48 

CAS 285 German Area Studies (Paidosh, Staff) 48 

CAS 286 Culturesof Africa (Barnett, Staff) 48 

CAS 287 Spanish Area Studies (Trakas, Staff) 

ART COURSES 

AAR 111 Visual Problem Solving I (Crane) 

AAR 112 Drawing Fundamentals (Hodgell) 

AAR 220 Sculpture (Hodgell) ^^ 

AAR 221 Visual Problem Solving II (Crane) ^5 

AAR 222 Clayl(Eckert) ^5 

AAR 223 Clayll(Eckert) 25 

AAR 224 Art Projects (Hodgell) 25 

AAR 229 Photography as Image Gathering; Basic Photography (Eckert) 25 

AAR 301 Collage and Assemblage (Crane) 25 

AAR 321 Advanced Drawing (Hodgell) 26 

AAR 328 Visual Graphics (Hodgell) 26 

AAR 420 Studio Critique (Crane) 26 

BIOLOGY COURSES 

NBI 101 Orgasmic Biology I: Invertebrates (J. Ferguson) 

NBI 102 Organismic Biology II: Chordates(Reid) 

NBI 202 Cell Biology (Roess) 

NBI 203 Botany (Staff) 



(^ 



Course 

Number Course Title and Instructor Page 

NBi 204 Microbiology (Staff) 67 

NBI 301 Ecology (Reid) 67 

NBI 303 Genetics and Development: Interpretive (Roess) 67 

NBI 304 Comparative Physiology: Interpretive (J. Ferguson) 67 

NBI 305 Genetics and Development: Investigative (Roess) 68 

NBI 306 Comparative Physiology; Investigative (J. Ferguson) 68 

NBI 402 Advanced Topics in Ecology (Reid) 68 

NBI 406 Advanced Topics in Botany (Staff) 68 

NBI 408 Biology Seminar (J. Ferguson, Staff) 68 

NBI 499 Independent Research: Thesis (Staff) 68 

CHEMISTRY COURSES 

NCH 110 Introduction to Chemistry (P. Ferguson) 56 

NCH 121 Concepts of Chemistry I (D'Agostino) 59 

NCH 122 Concepts in Chemistry II (Neithamer) 59 

NCH 221 Organic Chemistry I (P. Ferguson) 59 

NCH 222 Organic Chemistry II (P. Ferguson) 59 

NCH 322 Qualitative Organic Analysis (P. Ferguson) 59 

NCH 323 Thermodynamics and Kinetics (Neithamer) 70 

NCH 324 Chemical Equilibrium (Neithamer) 70 

NCH 423 Advanced Organic Chemistry (Neithamer) - 70 

NCH 428 Chemistry Seminar (Staff) 70 

NCH 499 Independent Research: Thesis (Staff) 70 

COMMUNITY STUDIES COURSES 

BCS 116 The American Community (Winston) 57 

BCS 376 Community Organization (Winston) 57 

BCS 377 Community Field Experience (Winston) 57 

ECONOMICS COURSES 

BEC 281 Principles of Microeconomics (Oberhofer) — 57 

BEC 282 Principles of Macroeconomics (Oberhofer) 58 

BEC 350 Investment Analysis (Oberhofer) 58 

BEC 381 Intermediate Microeconomic Theory (Oberhofer) 58 

BEC 382 Intermediate Macroeconomics (Bentley) -- 58 

BEC 384 Managerial Economics (Bentley) - 58 

BEC 386 Money and Banking (Bentley) 59 

BEC 450 History of Economic Thought (Oberhofer) 59 

BEC 482 United States Economic History (Bentley) 59 

BEC 484 Public Finance (Oberhofer) 59 

EDUCATION COURSES 

AED 118 EarlyChildhood Education I (Staff) 26 

AED 119 Environments of Learning (Bredenberg) 26 

AED 203 EarlyChildhood Education II (Ransbury) 26 

AED 250 Education Experience: Alternative School (Ransbury) 27 

AED 322 Methods of Teaching Reading (Ransbury) - — 27 

AED 350 Prescriptive Teaching (Ransbury) 27 

AED 401 Elementary Education Methods I (Staff) 27 

AED 421 Psychology for Education (Staff) 27 

AED 422/3/4 Professional Elementary Education (Ransbury, Staff) 27 

AED 431 Pre-lnternship (Bredenberg) — 27 

AED 435/6/7 Professional Education (Bredenberg) 28 



Cn} 



Course 
Number 



Course Title and Instructor 



Page 



FRENCH COURSES 

CFR 110 Elementary French Through Film, I (H. Cenz) 49 

CFR 102 Elementary French Through Film, II (hi. Cenz) 49 

CFR 201/2 Intermediate French, I, II (H. Cenz) 

LFR 320 Advanced Conversational French (R. Cenz) 36 

LFR 321/2 Introduction to French Literature, I, II (R. Cenz) 37 

LFR 423 Nineteenth Century French Literature (R. Cenz) 37 

CFR 432 Classical Theatre (H. Cenz) 49 

GEOGRAPHY 

49 

CCE 290 Ceography(DeCroot) ^^ 

CCE 390 World Regional Ceography (DeCroot) 

GERMAN COURSES 

CCR 110/102 Cerman Conversation Through Film, I, II (Paidosh) 49 

CCR 150 Programmed Cerman (Keeton) 50 

CCR 201/2 Cerman Conversation Through Film, III, IV (Paidosh, Keeton) 50 

CCR 301/2 Introduction to Cerman Literature I, II (Paidosh, Keeton) 50 

CCR 305 Beauty and the Beast: A Study of Sex Roles in Cerman 

Literature (Keeton) 50 

CCR 350 Cerman Phonetics (Keeton) 50 

CCR 351 Lifeand Works of Franz Kafka (Keeton) 50 

CCR 401 Postwar East and West Cerman Literature (Paidosh) 50 

GREEK [CLASSICAL] COURSES 

37 

LCL 121 Beginning Creek (White) 

LCL 122 Intermediate Creek (White) 

HISTORY COURSES 

37 

LF1I 111 The Search for Meaning in History (Brundage) 

LHI 112 Problems in American Civilization (McKee) 

CHI 141 Revolutions in the Modern World (W. Parsons) 

CHI 142 Europe in Transition: 1492-1848 (W. Parsons) 

LHI 143 TheFoundationsofContemporary Europe, 1815-1939 (Wilbur) 3 

LHI 223 United States History (McKee) 

CHI 243 Cultural History of Russia (W. Parsons) 

LHI 249 The Art and History of Ancient Egypt (Brundage) 

LHI 250 History of England to 1714 (Wilbur) 

CHI 250 Japanese Cultural History (Johnston) 

LHI 251 History of Modern Britain since 1714 (Wilbur) 

LHI 252 History of London (Wilbur) 

LHI 322 The United States as a World Power (McKee) 

LHI 334 TwentiethCentury Britain, 1914-1970 (Wilbur) 39 

LHI 341 Mexican History (Brundage) 

LHI 349 History and Appreciation of Modern Painting (Brundage) 39 

LHI 350 Historyof the British Empire-Commonwealth Since 1783 (Wilbur) 39 

LHI 351 The Industrial Revolution in America (McKee) 

LHI 381 Historyof Canada Since the French Settlement (Wilbur) 40 

LHI 382/52 The Progressive Movement in America (McKee) 

JAPANESE 

51 

CjA 151/2 Beginning Japanese I, II (Johnston) 



(jH 



Course 

Number Course Title and Instructor p^pg 

LEISURE AND RECREATION COURSES 

ALR 271 Leisure and Recreational Studies Exploration (Taylor) 28 

ALR 350 Concepts of Leisure (Taylor) 28 

ALR 370 Leisure and Recreation Internships (Taylor) 28 

ALR 371 Recreation Projects (Taylor) 28 

ALR 375 Concepts of Leisure and Recreation (Taylor) 29 

LITERATURE COURSES 

ALI 110 Literary Studies (Mathews) 29 

LLI 111 Literary Studies (Empric) 40 

LLl 221 American Literature I: The Formative Years (N. Carter) 40 

LLI 222 American Literature II: The American Identity (N. Carter) 40 

ALI 224 Neoclassic Poetry and Prose (Mathews) 29 

ALI 250 Children's Literature (Meinke) 29 

LLI 250 Shakespeare: The Forms of his Art (Empric) 41 

ALI 251 Comics (Mathews) 29 

ALI 252 English Fantasy Literature (Mathews) 29 

LLI 253/353 American Fiction: 1950 to the Present, Introduction, 

Further Readings (H. Carter) 41 

LLI 271 Drama as Genre (Empric) 41 

ALI 301 Southern Literature (Meinke) 29 

ALI 303 The Pre-Raphaelites and Their Circle (Mathews) 30 

CLI 305 Beauty and the Beast: A Study of Sex Roles in German 

Literature (Keeton) 50 

ALI 331 One-Act Play Workship (Mathews) 30 

LLI 334/354 Twentieth Century European Fiction (H. Carter) 41 

LLI 344 Romanticism: A Comparative Approach (H Carter) 41 

ALI 350 Modern American Novel (Meinke) 30 

CLI 352 Franz Kafka (Keeton) 50 

LLI 355 Twentieth Century American Women Artists and Writers (N. Carter) 42 

LLI 361 Literary Criticism (H. Carter) 42 

LLI 362 Advanced Composition (H. Carter) 42 

LLI 371 Poetic Drama (Empric) 42 

LLI 372 Tragedy and Comedy (Empric) 42 

CLI 401 Postwar East and West German Literature (Paidosh) 50 

CLI 451/2 TheArtistryof FedericoGarciaLorcal, I! (Trakas) 54 

(See also Writer's Workshop) 35 

MANAGEMENT COURSES 

BMN 270 Principles of Accounting (Staff) 59 

BMN271 The Managerial Enterprise (Wilson) 59 

^^^^371 The Dynamics of Group Leadership (Wilson) 60 

BMN 474 Group Leadership Practicum (Wilson) 60 

(For other management courses see economics, sociology, 
psychology) 

MATHEMATICS COURSES 

NMA 111 Algebra (Lofquist) 70 

NMA 113 Trigonometry (Meacham) 70 

NMA 131/151 Calculus I (Staff) 71 

NMA 132/152 Calculus II (Staff) 71 

NMA 233 Calculus III (Staff) 71 



{J3) 



Course p 

Number Course Title and Instructor ^^Se 

NMA236 Linear Algebra (Maddox) 

NMA 333 Probability and Statistics 1 (Maddox) 

NMA 334 Probability and Statistics 1 1 (Maddox) 

NMA 335 Abstract Algebra I (Lofquist) 

NMA 336 Abstract Algebra II (Lofquist) 

NMA 431 Applied Mathematics (Meacham) 

NMA 499 Independent Research: Thesis (Staff) 

MUSIC COURSES 

30 

AMU 115 Comprehensive Musicianship I (Waters) 

AMU 244 Seminar in Solo Vocal Literature (Waller) ^^ 

AMU 245 Choral Literature and Ensemble (Waters) 

AMU 261 American Music (Smith) 

AMU 266 Music Projects I (Waters) ^^ 

AMU 350 Twentieth Century Music (Waters) 

AMU 366 Music Projects II (Waters) ^^ 

AMU 367 Men, Women and Keyboards (Smith) 

AMU 441 Comprehensive Musicianship IV (Smith) 

AMU 442 Applied Music; Organ, Piano, Voice, Guitar, Strings, 

Brass, Woodwinds (Staff) ^ 

AMU 463 Comprehensive Musicianship V (Waters) 

PHILOSOPHY COURSES 

42 

LPL 111 Logic and Language (Pav) ^^ 

LPL 112/252 Modes of Philosophizing (Irwin) ^2 

CPL 150/1 Ethics I, II (Johnson) ^2 

LPL 150/1 Logic and Language I, II (Pav) ^^ 

LPL 152 Modes of Philosophizing (Irwin) ^2 

APL 241 Ethics (Gill) 52 

CPL 244 Social and Political Philosophy (Johnson) ^2 

CPL 245 American Philosophy (Johnson) ^^ 

LPL 321 History of Philosophy. Greek and Roman (Pav) ^^ 

LPL 322 Historyof Medieval and Renaissance Philosophy (Irwin) 

LPL 341 Existentialism and Nihilism (Irwin) ^^ 

LPL 344 Alchemy (Pav) ^^ 

LPL 345 Symbolic Logic (Pav) ^2 

APL 441 Philosophy of Language (Gill) 

PHYSICAL EDUCATION COURSES 

21 

PPL 121 Principlesof Physical Education (Harley) 

FDN 123 Fitness and Skills (Harley) 

(For Physical Education activities see page 75 ) 

PHYSICS COURSES 

72 

NPH 141 Fundamental Physics I (Block) ^2 

NPH 142 Fundamental Physics II (Foster) ^2 

NPH 241 Fundamental Physics ill (Foster) 

NPH 341 Classical Mechanics (Foster) ^^ 

NPH 342 Electricity and Magnetism (Foster) 

NPH 345 Electronics for Scientists (Block) 

NPH 443 Quantum Physics I (Block) 

NPH 444 Quantum Physics II (Block) 

NPH 499 Independent Research: Thesis (Staff) 




Course 

Number Course Title and Instructor Page 

POLITICAL SCIENCE COURSES 

BPO 114 International Politics (Gamelin) 60 

LPO 121 National Governnnent and Politics in the U.S. (Rackow) 44 

LPO 221 Civil Liberties (Rackow) 44 

BPO 240 Comparative Politics (Gamelin) - 60 

LPO 321 Consitutional Law I (Rackow) 44 

BPO 345 Grass Roots Politics: The Election of 1976 (Murphy) 60 

BPO 348 Urban Political Systems (Murphy) 61 

BPO 440 International Conflict (Gamelin) - 61 

BPO 445 American Foreign Policy Formation (Murphy) 61 

PSYCHOLOGY COURSES 

BPS 112 Introduction to Psychology (Dembroski) — - 61 

NPS 112 Thinking and Problem Solving (MacDougall) 73 

APS 114 Humanistic Approach to Thinking and Feeling (West) — 32 

NPS 114 The Biological Bases of Human Behavior (Capobianco) 74 

NPS 261 Fundamentals of Psychological Research (Capobianco) 74 

BPS 300/350 Developmental Psychology (Dembroski) 61 

BPS 302 Social Psychology (Dembroski) - 61 

APS/BPS 306 Psychology of Personality (Staff) 61 

APS 307 Psychometrics (West) 33 

APS 308 Behavior Disorders (West) 33 

NPS 365 Learning and Behavior Modification (Capobianco) - 74 

NPS 366 Psychology of Personality (Staff) 61 

NPS 367 Animal Behavior (Capobianco, MacDougall) 74 

APS 401 Child Therapy (Brody) 33 

BPS 402 Research Seminar in Social Psychology (Dembroski) — 62 

APS 403 Practicum in Peer Counseling (West, Santa-Maria) 33 

NPS 462 History and Systems (MacDougall) 74 

NPS 468 Biopsychology Seminar (MacDougall) 75 

NPS 499 Independent Research: Thesis (MacDougall) 75 

RELIGIOUS STUDIES COURSES 

LRE 111 Varieties of Religion (C'hesnut) - 44 

LRE 112 Man's Search for Ultimate Reality (Carlsten) 44 

CRE 113 Religion in Non-Western Cultures (Johnston) 52 

LRE 113 Understanding the Bible (Chesnut) 45 

LRE 221/251 Religion in America (Carlsten) - 45 

CRE 241 The Hindu Tradition (Johnston) — - 52 

LRE 241 Christian Thought and Practice Through the Centuries (Carlsten) — 45 

CRE 242 The Buddhist Tradition (Johnston) — - 52 

LRE 250 Introduction to the Old Testament (Chesnut) — - 45 

LRE 252 Introduction to the New Testament (Chesnut) 45 

LRE 253 The Life and Teachings of Jesus (Chesnut) 46 

LRE 254 Archaeology and the Bible (Chesnut) 46 

LRE 320 Jesus of Nazareth (Chesnut) 46 

RUSSIAN COURSES 

CRU 110/102 Elementary Russian I, II (V. Parsons) 53 

CRU 201 Intermediate Russian (W. Parsons) — - 53 

CRU 202 Readings in Russian (V. Parsons) 53 

CRU 302 DailyLifeinSovietSociety(V.,W. Parsons) 53 



(^ 



Course 
Number 

SOCIOLOGY COURSES 

BSO 110 
BSO 150 
BSO 220 
BSO 250 
BSO 320 
BSO 322 
BSO 326 
BSO 328 
BSO 426 

SPANISH COURSES 

CSP 110/102 

CSP 110/102 

CSP 201/2 

CSP 301/2 

CSP 401 

CSP 406 

CSP 451/2 

SWEDISH COURSES 

LSW 151 
LSW 251 
LSW 351 

THEATRE COURSES 



Course Title and Instructor 



Page 



ATH 
ATH 
ATH 
ATH 
ATH 
ATH 
ATH 
ATH 
ATH 
ATH 



110 

117 

262 

266/7 

276/7 

366/7 

326/7 

376/7 

461 

472 



WRITER'S WORKSHOP 

A WW 201 
AWW 227 
AWW 230 
AWW 231 

DIRECTED STUDIES 

AED 250 

AED 350 

ALR 350 

ALI 250 

ALI 251 

ALI 252 

ALI 350 
AMU 350 



69 
Introduction to Sociology (Staff) 

Introduction to Sociology (Williams) 

Racial and Cultural Minorities (Williams) 

The Family (Williams) 

Social Structure and Personality (Staff) 

Social Gerontology (Staff) 

The Family (Williams) 

Complex Organizations and Bureaucracies (Williams) 

History of Sociological Theory (Staff) 

53 
Beginning Spanish I, II (Figueroa) 

Beginning Spanish I, II (Trakas) ^ 

Intermediate Spanish 1,11 (Trakas) ^^ 

Advanced Spanish I, II (Figueroa) ^ 

Modern Spanish Novel (Trakas) 

Cervantes (Trakas) 

The Artistry of Federico Garcia Lorca 1,11 (Trakas) ^4 

54 
Swedish I (Carlsten) 

Swedish II (Carlsten) 

Swedish III (Carlsten) 

Movement as a Mode of Learning (Frosch) 33 

The Living Theatre (Morrison) ^^ 

Theatre Arts in the Mass Media (Morrison) 34 

Theatre Projects I (Carlson) 34 

Dance I (Frosch) 34 

Theatre Projects II (Carlson) 34 

Choreography: The Art of Making Dance (Frosch) 34 

Dance II (Frosch) 34 

Seminar in Theatre History (Carlson) 35 

Directors Workshop (Carlson) 35 

35 
Criticism Workshop (Meinke) 

Fiction Workshop (Meinke) 

Poetry Workshop (Meinke) 

Poetry Workshop (Mathews) 

Education Experience: Alternative School (Ransbury) 

Prescriptive Teaching (Ransbury) 

Concepts of Leisure (Taylor) 

Children's Literature (Meinke) 

Comics (Mathews) 

English Fantasy Literature (Mathews) 

Modern American Novel (Meinke) 

31 
Twentieth Century Music (Waters) 



® 



Course 

Number Course Title and Instructor Page 

LHI 250 History of England to 1714 (Wilbur) - 38 

LHI 251 Historyof Modern Britain Since 1714 (Wilbur) 38 

LHI 252 Historyof London (Wilbur) 38 

LHI 350 Historyof the British Empire-Commonwealth Since 1783 (Wilbur) 39 

LHI 351 The Industrial Revolution in America (McKee) 40 

LHI 352 The Progressive Movement in America (McKee) 40 

LLI 250 Shakespeare: The Form of his Art (Empric) 41 

LLI 253 American Fiction: 1950 to the Present, Introduction (H. Carter) 41 

LLI 254 Twentieth Century European Fiction, Introduction (H. Carter) 41 

LLI 353 American Fiction: 1950 to the Present, Further Readings (H. Carter) 41 

LLI 354 Twentieth Century European Fiction, Further Readings (H. Carter) 41 

LLI 355 Twentieth Century American Women Artists and Writers (N. Carter) 42 

LPL 150/151 Logic and Language I, II (Pav) 42 

LPL 252 Modes of Philosophizing (Irwin) 43 

LRE 250 Introduction to the Old Testament (Chesnut) 45 

LRE 251 Religion in America (Carlsten) 45 

LRE 252 Introduction to the New Testament (Chesnut) 45 

LRE 253 The Life and Teachings of Jesus (Chesnut) 46 

LRE 254 Archaeology and the Bible (Chesnut) 46 

LSW 151/251/351 Swedish I, II, III (Carlsten) 54 

CGR 150 Programmed German (Keeton) 50 

CGR 350 German Phonetics (Keeton) 50 

CGR 351 Life and Works of Franz Kafka (Keeton) 50 

CHI 250 Japanese Cultural History (Johnston) 51 

CJA 151/152 Beginning Japanese I, 11 (Johnston) 51 

CLI 351 Lifeand Works of Franz Kafka (Keeton) 50 

CLI 451/452 TheArtistryof FedericoGarciaLorcal, II (Trakas) 54 

CPL 150/151 Ethics I, II (Johnson) 52 

CSP 451/452 The Artistry of Federico Garcia Lorca 1,1! (Trakas) 54 

BEC 350 Investment Analysis (Oberhofer) 58 

BEC 450 Historyof Economic Thought (Oberhofer) 59 

BPS 350 Developmental Psychology (Dembroski) 61 

BSO 150 Introduction to Sociology (Williams) 62 

BSO 250 The Family (Williams) - — - 63 

NCM 150 The Universe (Foster) 64 

NCM 151 The World of Life (Foster) 64 

NCM 250 A Historyof Scientific Ideas (Foster) 65 

NCM 251 The Futures of Man: Worlds of Science Fiction (Foster) 65 

NCM 254 Electronics (Block) — - — 64 

NCM 350 Modern Astronomy (Foster) 65 

NMA 151/152 Calculus I, II (Staff) — - 71 

PHYSICAL EDUCATION ACTIVITIES [no credit] 

Red Cross Advanced First Aid and Emergency Care 75 

Red Cross Beginning Swimming 75 

Red Cross Water Safety Instructor 75 

Red Cross Advanced Lifesaving 75 

Red Cross Intermediate and Swimmer Courses 75 

Beginning Tennis 76 

Advanced Tennis 76 



(R} 



Course 
Number 

WINTER TERM PROJECTS 

On-Campus Projects 



Course Title and Instructor 



Page 



FWT 


1 


AWT 


1 


AWT 


2 


AWT 


3A 


AWT 


4 


AWT 


5 


AWT 


6 


AWT 


7 


AWT 


8 


AWT 


9 


LWT 


1 


LWT 


2 


LWT 


3 


LWT 


4 


LWT 


5 


LWT 


6 


LWT 


7 


CWT 


1 


CWT 


3A 


BWT 


1 


BWT 


2 


BWT 


3 


BWT 


4 


NWT 


1A 


NWT 


2 


NWT 


3 


NWT 


4A 


NWT 


5 


NWT 


6 


NWT 


7 


Off-Campus Projects 


AWT 


3 


LWT 


8 


CWT 


2 


CWT 


3 


NWT 


1 



NWT 4 



Study Skills (N. Carter) 76 

Theatre Production (Carlson) 76 

Fantasy Workshop (Crane) 76 

How the Body Communicates (Frosch) 76 

Kierkegaard: A Kind of Poet (Gill) 77 

Printmaking (Hodgell) 77 

Bookmaking (Mathews) 77 

Project in Elementary Education Methods (Ransbury) 77 

New Directions in Music (Smith) 77 

Renaissance and Baroque Music (Waters) 77 

Aztec Life and History (Brundage) 78 

Words, Self, Growth (H. Carter) 78 

Contemporary Women Writers in France (R. Genz) 78 

The South in American History (McKee) 78 

Research in American National Government and Politics (Rackow) 78 

journalism (Modern Media Center) 78 

Philosophy and Mysticism (Narum) 79 

The Works of Albert Camus (H . Genz) 79 

Unamuno; His Life and Works (Trakas) 79 

Topics in Anthropological Linguistics (Barnett) 79 

Subcultures and Deviance (Dembroski) 79 

Equity and Egalitarianism (Oberhofer) 80 

Doomsday Cult (Winston) 80 

Analytical Biology: Fatty Acid Profiles (J. Ferguson) 80 

What's Going on in Biological Research (W. Roess) 80 

The Lowry-Bronsted Acid/Base Reaction: The Limits for Salt 

Formation (P. Ferguson) 80 

Coordination Chemistry (Neithamer) 80 

The Practical Art of Problem Solving (Lofquist) 81 

Computer Project (Maddox) 81 

Drugs and Behavior (Capobianco) 81 

Dance, Dancers and Dancing in London (Frosch) 81 

The Swedish Connection (Carlsten) 81 

Introduction to Colombian Culture (Figueroa) 82 

Mexico: Language and/or Culture (Trakas) 82 

The Dry Tortugas Expedition: An Odyssey of Sailing, History 

and Natural History (J. Ferguson) 82 

The Fabulous Science Museums of London (Neithamer) 82 



(^ 



FOUNDATIONS COLLEGIUM 

AUTUMN TERM PROJECTS 
FOR FRESHMEN 

FDN 101 

Photography: Science and Art 

Prof. Wilbur Block 

The medium of photography can be utihzed in many 
ways for self-expression. This project will emphasize 
both the technical and artistic aspects of the subject. 
Text materials will be utilized as background for 
seminars concentrating on the chemistry of the 
formation and development of the latent image on 
film as well as composition and darkroom 
technology resulting m finished prints. The student 
must furnish his/her own camera and provide 
his/her own film and paper. Darkroom facilities and 
ordinary chemicals for black and white processing 
will be supplied. Evaluation will be based on the 
student's participation in the seminars, understand- 
ing of the subject matter, the quality of prints 
representative of his/her original work, and a log 
book of exposure and processing data. 

FDN 102 

Leadership Training in Activity-Centered Education 

Prof. Richard Bredenberg 

There is a growmg need in our leisure-oriented 
culture for recreational leaders, and there is a 
continuing need for teachers who can make use of 
"fun" activities as part of the teaching process. This 
project will include the study of physical and mental 
capabilities of various age groupings and the 
acquisition of such skills as folk and square dancing, 
the playing and making of musical instruments, 
singing, active and quiet games, storytelling, plus 
skills which individual members may wish to 
develop. Students will be expected to conduct a 
program of recreation at a school, youth center, or 
retirement center and to compile a working file of 
songs, games, activities, dances and stories to be 
used in educational recreation. 

FDN 103 

The Art of Public Debate 

Prof. Alan Carlsten 

Recent history has indicated the urgent necessity of 
informed, rational public debate of all issues con- 
fronting the human community. Thi's project will 
probe the structure and elements of public debate, 
laying stress on the nature of the debating process 



and the rules of evidence used in the arguments. 
Types of reasoning— deductive, inductive, Toulmin 
inferential-will be studied and applied in actual 
debating situations. Ample opportunity will be 
afforded to every student for participation in debate. 
Individual and team debate will alternate. Video- 
tape equipment will be used extensively so that 
students may learn effective use of voice and body 
movement. Required reading: Otto F. Bauer, Funda- 
mentals of Debate, Theory and Practice. Evaluation 
will be based on participation in class debates and a 
brief paper. 

FDN 104 

Rites of Passage: Religious and Secular 

Prof. Stanley Chesnut 

Transitions from one stage of life, status, or place are 
often marked in tribal society by rituals known as 
rites of passage. A fascinating collection of literary 
and visual materials has been edited by John 
Cafferata in Rites, which will serve as the starting 
point for our study of ritual and ceremony in modern 
life. We will consider such questions as: Why is there 
less ritual in modern society than in primitive 
society? What occasions provoke people to act 
ritualistically, and why? Do we need suitable rituals 
to help us through various critical times of life? Must 
rituals develop spontaneously, or can they be 
created artificially? We will act out certain types of 
rituals in order to obtain an understanding of the 
feelings of participants in a variety of roles. Our 
major effort will be the design of a fitting rite of 
passage to mark our transition into college life. 
Evaluation will be based on individual participation 
and learning. 

FDN 105 

"The head bone's connected to the neck bone. . ." 

Profs. Dudley DeCroot, James Har ley 

What's in a body? Head, neck, chest, shoulders, 
arms, legs, etc., right? Well, not necessarily, 
because every culture provides a conventional way 
of categorizing parts of the body, together with 
plans for the use or display of the body. Through a 
combination of kinesiological, anatomical, and 
cross-cultural information, students in this project 
will explore different ways of viewing the body, as 
well as the kinds of connections made between body 
conceptions and behavior. An integral part of the 
project will be a series of "body involvements" 
drawn from many different cultures designed to 
heighten awareness of the body's construction and 
capabilities. Each student will be challenged to 
develop an explicit personal body conception. 



(^ 



Evaluation will be based upon class participation, 
reaction papers, and the final individualized body 
conceptions. 

FDN 106 

Medieval English Drama: Pageants and Puppets 

Prof. Julie Empric 

One of the richest stores of folk literature, creed and 
craft exists in the miracle, mystery, and morality 
plays of 10th through 16th century England. This 
project is designed to enable the student not only to 
study the plays, but to share the centuries-old 
experience of writing and producing plays such as 
The Second Shepherd's Play and Everyman, which 
interpret Biblical stories and situations of rigid moral 
decision. Although some attention will be allowed 
the mysteries and moralities, the principal emphasis 
will be upon the miracle plays, with the intention 
that our study culminate in a puppet-show, 
simulating the Corpus Christi procession and the 
presentation of a conglomerate cycle of plays. 

FDN 107 

America's "American" Americans 

Prof. Frank Figueroa 

A look at American culture as we perceive it and as 
others do. We will begin by looking at each other as 
individuals and as members of subgroups. From here 
we will proceed to examine the larger subgroups that 
makeup American society. Some of the most 
important institutions of this culture will be studied. 
At several points we will focus on American culture 
as perceived by people from other countries. When- 
ever possible we will make our own investigations 
and observations through personal contacts. We 
shall visit areas in the vicinity where some sub- 
cultures may be observed and experienced such as in 
Tarpon Springs, Ybor City, some Black ghettoes, and 
retirement homes. Participants in this project will be 
evaluated according to their participation in class 
activities and through a research paper on a topic 
agreed upon by the student and the instructor. 

FDN 108 

Bargaining and Negotiation 

Prof. Timothy Camelin 

Statesmen and politicians, managers and lawyers, 
and even close friends and neighbors are engaged 
daily in bargaining over small issues or large. What 
factors contribute to bargaining effectiveness? Are 
cooperative efforts more successful than 
competitive ones? The objectives of this project are 
to develop in each student (1) skills in negotiation, 



(2) skills in mediating between negotiators, and (3) 
the ability to analyze bargaining behavior. Students 
will engage in several games and simulations of 
social bargaining processes, both as observers and as 
participants. Attention also will be given to current 
examples of bargaining at various levels from 
campus to global. These events will be used to 
illustrate behavioral scientists' research findings 
regarding bargaining behavior. Bases of evaluation 
will be classroom participation, written analyses, 
and examinations on assigned readings. 



FDN 109 

Signs and Symbols 

Prof. Ashby Johnson 

The project has individual and group aspects. The 
purpose is to develop a more acute awareness of the 
means by which information is communicated. The 
initial activity of the students is to record and report 
information being communicated to them apart 
from words. Subsequent activities concern differen- 
tiating between the conceptual and emotional 
content which is communicated, exploration of 
sources of misunderstanding, and group develop- 
ment of a "new" language Library research is 
involved in the examination of the nature of signs 
and symbols, non-human forms of communication, 
and language theory. The campus and the people on 
it are the laboratory for the project. Although there 
is some important library reading associated with the 
project, primary focus is on direct research. The 
instructor will work out with each student one 
"verbal" and one "non-verbal" contribution which 
serves as the basis for evaluation. 



FDN 110 

Six Poets: Contemporary American and 
British Poetry 

Prof. Peter Meinke 

This is a study of six contemporary poets, three 
English and three American; the books have been 
chosen both for their intrinsic quality and as repre- 
sentatives of different directions in today's poetry. 
Tentative bibliography: Ted Hughes' Crow, Philip 
Larkin's High Windows, Geoffrey Hill's Poems 
(British); and Marilyn Hacker's Presentation Piece, 
Ai's Cruelty, Calway Kinnell's The Avenue Bearing 
The Initial of Christ Into The New World (American). 
Students will be evaluated on the basis of two papers 
(one on an English poet, one on an American), a 
final examination, and helpfulness in class 
discussion. 



(^ 



FDN 111 

Opinion: Yours, Mine, Ours, Public 

Prof. Anne Murphy 

You will do a survey yourself, "taking the tempera- 
ture" of the Eckerd College Autumn Term, and 
publishing a profile of your own freshman class. You 
will also cooperate in a survey of the surrounding 
community, learning the correct and incorrect ways 
of wording questions, of conducting face-to-face 
interviews, of compiling data, and of interpreting 
the information you collect The Opinion Project 
will also illustrate the limitations of opinion 
sampling and associated fact-finding. 



FDN 112 

The Scientific Work of Sir Isaac Newton 

Prof. Peter Pav 

We will examine Newton's scientific achievements 
against the background of preceding and subsequent 
developments. We will try to compare Newton's role 
as synthesizer or continuator with his role as 
innovator. Was Newton carried along by ideas that 
were in the air, or was he a genius without whom 
science would not have gone forward? Why is it that 
Newton was so important? How did Newton change 
our world view? How did he relate science and 
religion? Our approach will emphasize reading (E.N. 
da Costa Andrade's Sir Isaac Newton), class 
discussions and presentations, and writing. Major 
emphasis will be placed on mastering this type of 
academic approach. 



FDN 113 

Tolerance of Aquatic Organisms to 
Environmental Factors 

Prof. George Reid 

One of the most pervasive principles in ecology is 
the "Law of Limiting Factors." It implies that the 
composition of ecological communities is 
determined by the limits of tolerance of the 
inhabitants to one or more physio-chemical and 
biological characters of the environment. This 
project is designed to permit experimentation on the 
reaction of selected animals to extremes in environ- 
mental factors such as temperature, salinity, pH, 
detergents, pesticides, and others. A report will be 
prepared in scientific style, and a seminar will be 
held in which students compare results. 



FDN 114 
Why People Play 

Prof. Henri Ann Taylor 

The main objective of this project will be to investi- 
gate the question, "why do people play?" The 
project will deal with such topics as time, work and 
leisure. We will also studv and analyze many 
different kinds of play and types of games. Finally, 
some of the theories and explanations will be put 
into action. Students will plan and conduct a 
campus-wide party which will be, as far as possible, 
games and activities "invented" by the students 
themselves. The party should include a variety of 
play and game experiences. In the process of the 
course students will therefore complete a reading 
list, give classroom presentations, participate on 
debate panels, prepare a term paper or class project, 
and participate in all class activities. Required texts: 
Why People Play by Ellis and The Theory of Play and 
Recreation by Sapora and Mitchell. 

FDN 115 

Historical Novels: The Interweaving of 
Fact and Fiction 

Prof. Williarv Wilbur 

This project examines historical fiction, both as a 
literary form and as a method of historical under- 
standing. By reading two novels and applying the 
criteria for "good" historical fiction students can 
deepen their appreciation for this genre and its 
contributions to our picture of the human past. All 
students will read Herbert Butterfield, The Historical 
Novel, Helen Cam, Historical Novels, and Hope 
Muntz, The Golden Warrior (novel about the 
Norman Conquest of England). A second novel will 
be chosen from a selected list. Fictional treatments 
will be compared with primary and secondary 
sources to test the historical authenticity of the 
novels. Evaluation will be based on discussions, oral 
reports, and two papers, evaluating the novels for 
their qualities as fiction and as history. 

FDN 116 

The Social Psychology of Romantic Love 

Prof, lack Williams 

This project will examine a variety of social ,and 
psychological theories which purport to account for 
the phenomenon we call romantic love. The first 
week of the course will examine the importance of 
the "romantic love complex" to western industrial 
societies and contrast this pattern with the relative 
unimportance of romantic love in many other 
societies. The second week will be devoted to social 
psychological theories and research. The third week 



(^ 



will be devoted to integrating social and psycho- 
logical perspectives and to reviewing the professor's 
own research in the area. Required reading will 
consist of three paperback books, each of which 
presents a representative point of view on the 
subject. Students will be evaluated on the basis of an 
examination, class participation, and a written 
project. 



FDN 117 

Creative Problem-Solving in Management 

Prof. Sandra Wilson 

The intent of this project is to introduce individuals 
interested in management to the need for creative 
managers who can help develop innovative organi- 
zations that can respond to change. There will be a 
brief introduction to the tasks performed by 
managers (controlling, planning, decision-making, 
etc.). The main thrust however involves looking at 
new ways in which an organization can function. 
The approach here will be to take a look at 
"structured approaches to creativity." Some of the 
methods examined will be synectics, brainstorming, 
morphological analysis, bionics, and attribute 
listing. These methods will be considered along with 
more traditional problem-solving methods (e.g., the 
scientific method). Two texts have been selected 
(Gordon, Synectics, and Gerardin, Bionics). Other 
sources will be recommended (Osborn, Applied 
Imagination, and Parnes, A Source Book for Creative 
Thinking). A selected bibliography will be available 
also. Evaluation will be based on class participation, 
intermittent quizzes, and a comprehensive final 
examination. 



FOUNDATIONS COLLEGIUM 
COURSES 



FDN 121 Fall Term, 

Communications: Writing Skills Spring Term 

Prof. Nancy Carter 

A basic course in writing. Writing will be developed 
in relation to perception using the text. Here and 
Now: An Approach To Writing Through Perception. 
We will also explore writing in the context of related 
reading, studying, and discussing skills. Other texts 
are The Practical Stylist, Seven Reading Strategies, 
and How To Study. Evaluation will be based upon 
essays, quizzes, and a final examination. 



FDN 122 Fall Term 

The Art of Speech Communication 

Prof. Alan Carlsten 

This course will provide an introduction to the 
techniques of oral communication. It will deal with 
three principal areas of oral communication: small 
group discussion and interaction; informal public 
address; and formal public address. Stress will be 
placed upon techniques of effective group 
discussion and participation as well as upon the 
preparation of both formal and informal public 
address. Laboratory work will entail performance in 
small groups and individual public speech recorded 
by video tape equipment. Critique and analysis by 
professor and class will follow each performance. 
Required reading: Strunk and White, Elements of 
Style; Monroe and Ehninger, Principles of Speech 
Communication. Evaluation will be based upon 
students' written work and laboratory work. There 
are no prerequisites for this course. 



FDN 123 
Fitness and Skills 

Prof. James Harley 



Fall, Spring Terms 



This course is a study of the physical fitness problem 
in the United States. Special emphasis will be on 
actual fitness training programs. The course will 
introduce as many skills to the students as time 
permits, in order to promote a lifetime of physical 
activity through at least one of the skills. Students 
will participate in a vigorous exercise program for 
the entire year, and must perform individual 
research in one specific area. Evaluation: a term 
paper of high quality is required. 
Prerequisite: a medical clearance. 
Open to upperclassmen. 



FPE 121 

Principles of Physical Education 

Prof. James Harley 



Module IV 



This course deals with historical, philosophical and 
scientific foundations of physical education; 
includes the desired aims and objectives of physical 
education as a career; and introduces administration 
and curriculum. Students will spend a minimum of 
20 contact hours in one of the St. Petersburg schools 
in a pre-internship program. This will be a coopera- 
tive effort with public school teachers, to help 
determine if the student is truly a prospective 
physical education teacher. Evaluation will be based 
upon a term paper and a final exam. 
A personal interview is the only prerequisite. 
For Physical Education activities see page 75. 



^ 



FVS 181 

Inquiry and Human Nature 

Foundations Staff 



Fall Term 



This course will focus on the problems of defining 
human nature and viewpoints taken by various 
disciplines such as anthropology, psychology, and 
the humanities. There will be three structural units; 
1) Inquiry and the Ascent of Humankind; 2) Problem 
Solving Explorations; and 3) Inquiry and the Future 
of Humankind. The course will use a variety of 
approaches: lectures, films and demonstrations, 
discussions, projects, reports in the seminar groups, 
and individual work between student and Mentor. 
Evaluation will be based upon discussion, four or 
five papers or projects, and a final exam. 



FVS 182 

Values and the Search for Spirit 

Foundations Staff 



Spring Term 



An extension of the first seminar, the objectives of 
the course are: 1) to explore the spiritual dimen- 
sions of mankind; 2) to probe one's own identity; 
3) to encourage respect for each other's beliefs; 4) 
to encounter the range of spiritual reality in art and 
act; 5) to consider the importance of faith for life on 
Spaceship Earth now and in the future. Five major 
issues (Meditation, Suffering, Redemption, Action, 
and Vision) serve as the core around which revolve 
readings, lectures, discussions, and workshops, at 
which students experience specific spiritual 
dimensions (Art, Altered States of Consciousness, 
Yoga, Tai Chi, Adventure, Selfless Service, etc.) 



COLLEGIUM OF CREATIVE ARTS 
COLLEGIUM COURSES 

ACM 305 - Fall Term 

Resident Advisor Internship 

Student Affairs Staff 

The primary purpose of the Internship is to increase 
the student's ability to observe, understand, 
evaluate, and act to facilitate community, social, 
and personal development of the people with whom 
the student is living and working. The following 
hours per week are expected of students: four of 
instruction, seven of preparation, and ten of 
laboratory. Evaluation will be on a substantial 
research project on an area related to the RA course, 
and on several shorter papers. 

Prerequisites: Selection as a Resident Advisor. 



AVS 381 Fall Term 

Philosophy and Education 

Prof, jerry Cill 

The aim of this course is to focus recent issues and 
positions in educational theory from a philosophical 
perspective. The three central issues will be: 1) What 
is the relation between education and experience? 
2) What is the relation between education and 
society? 3) In what sense is the teaching-learning 
activity to be thought of as an art? Required texts will 
be Experience and Education, J. Dewey; The Aims of 
Education, A.N. Whitehead; Deschooling Society, I. 
Illich; Pedagogy of the Oppressed, P. Freirer. The 
course will be structured around discussion of the 
texts and occasional lectures. Students will be asked 
to rotate the primary responsibility for discussion 
(for which they will prepare one-page thesis papers), 
to write a five-page paper stating their own 
philosophy of education, and to participate in a 
group report-presentation at the end of the course. 
Other members of the Creative Arts faculty will be 
asked to participate in the course at points which 
relate to their discipline. 

Prerequisites: none. 



AVS 382 

Bodies, Persons, and Meaning 

Prof, jerry Cill 



Spring Term 



The aim of this course is to integrate and explore the 
growing interest in the role of the body in person- 
hood, knowing, and doing. The focal issues will be 
embodiment in movement, language, and sexuality, 
with special attention given to the Christian view of 
the body in personhood. Required texts will be 
Bodies in Revolt, T. Hanna; The Body, J. AT. 
Robinson; Phenomenology of Perception, M. 
Merleau-Ponty; Towards a Poor Theatre, J . 
Grotowski. The course will be structured around 
discussion of the texts and occasional lectures. The 
students will be asked 1) to rotate primary responsi- 
bility for discussions (for which they will prepare 
one-page thesis papers), 2) to write a five-page 
paper in which they trace a specific aspect of 
Merleau-Ponty's philosophy, and 3) to participate in 
a group report-presentation at the end of the course. 
Other members of the Creative Arts faculty will be 
asked to participate in the course at points which 
relate to their discipline. 

Prerequisites: none. 



rs) 



AVS 383 Module I 

The Psychology of Consciousness 

Prof. Thomas West 

This course is a junior and senior colloquium in the 
Human Development Cluster of the Creative Arts 
Collegium. With the development of humanistic 
psychology, attention has been directed to the 
phenomenon of consciousness. It may be that in our 
"normal" state we are aware of and are involved in 
only a small segment of our possible consciousness. 
Some studies indicate that the creative process is 
enhanced by the consciousness being in the alpha or 
theta states. This colloquium will explore the 
research, theories, and findings concerning altered 
states of consciousness. We will draw upon the 
creative venture in art, drama, music, and other 
fields where innovation occurs. 



AVS 384 

Twentieth Century American Women 
Artists and Writers 



Module III 



Prof. Nancy Carter 

This study begins by placing women artists and 
writers in the social and cultural context of their time 
with selected background readings. Primary 
emphasis, however, will be upon their contributions 
in different media. Students will choose works to 
study from the following categories: photography, 
dance, poetry, and prose (including autobiography 
and biography, as well as fiction and other writings.) 
Some of the women represented in this study are 
Isadora Duncan, Georgia O'Keeffe, Edna St. Vincent 
Millay, Marianne Moore, Gertrude Stein, Anais Nin, 
Zelda Fitzgerald, and Djuna Barnes. Evaluation of 
student will be based on class discussion participa- 
tion, a project, and an extensive paper. Optional: 
personal journal. 

AVS 385 Module 111 

Fact and Value 

Prof, lerry GUI 

An in-depth consideration of the relationship 
between fact and value as it is expressed in various 
modes of knowledge and experience. Special focus 
on the insights of Michael Polanyi. Emphasis is on 
discussion and reflective thought. Polanyi's books 
Knowing and Being and Meaning will serve as the 
main texts. Evaluation will be based on one-page 
"thesis papers", which will be used as springboards 
for class discussion, a five-page paper exploring the 
fact/value relationship in a particular aspect of 
contemporary culture, and a final group project- 
report. 
7h/s is a colloquium course; thiere are no prerequisites. 



AVS 386 Module IV 

The Fall of '76: A Bicentennial Critique 

Prof. Rictiard Mathews 

The purpose of the course will be to construct and 
critique an image of America as it sees itself in the 
light of the celebration of its 200th anniversary. 
Background reading will include selected historical 
texts and literary works, but there will be extensive 
use of contemporary material from newspapers and 
periodicals. Students will become aware of how the 
written word creates and influences values, and will 
investigate the changes in language and rhetorical 
expressions over these 200 years, and the resulting or 
accompanying values changes. We will consider the 
importance and influence of journalistic and even 
"propagandistic" techniques in literature marking 
the years 1776 to 1976. Students will be evaluated on 
a term paper and class participation. 

Prerequisites: available to juniors and seniors. 

AVS 387 Fall Term 

Performance, Performing, Performer 

Prof, lames Carlson 

This is a colloquium for those who seriously consider 
careers in the performing arts. They should be junior 
or senior students with performing arts concentra- 
tions. Especially qualified and knowledgeable 
students who are not concentrating may be admitted 
with the recommendation from the music and 
theatre faculty. Knowledge and experience will be 
assumed; this is not an introductory program. 
Evaluation will be made on the basis of a prepared 
portfolio and the audition or presentation associated 
with it, on the student's specific contribution to 
selected group presentations and on his general 
participation in discussions. 

AVS 388 Module II 

The Art Experience 

Prof. Robert Hodgell 

This course is open to any junior or senior (or sopho- 
more with permission of instructors) who is working 
in any medium. It is designed to reveal what it 
means to be an artist today and to elicit from 
students various forms of response. Students will 
attempt to integrate the roles of artist, compre- 
hender, symbol-maker, philosopher, human being, 
inquirer, reporter, writer, and critic. Each student is 
expected to continue working in the medium of his 
choice (theatre, dance, visual art, music, writing, 
etc.) This work will be brought to critiques and will 
be used as part of the total evaluation of each 
student's participation in the course. 



(^ 



AVS 389 Fall Term 

Creative Listening 

Prof. Shirley Smith 

"Verbal dialectic is powerless to define musical 
dialectic in its totality." Stravinsky. Music, like every 
other art, has existence and values of its own, quite 
distinct from history, its ethnology, or its theory, it is 
these values which must be paramount if music is to 
be understood at all. In this course much of the 
student's learning and the discussion derives from 
his actually listening to music rather than reading 
about it or acquiring facts peripheral to it. This 
learning process is intended to be one of a continual 
refinement of musical perception, one of constant 
increase in the student's sensitivity and in the degree 
of active response to individual works of music. 
Required materials: "The Art of Listening," 
Bamberger and Brofsky. Recordings. Evaluation will 
be based on class discussion, four tests and a final 
exam. 

Prerequisites: none. 

AVS 481 Module IV 

Senior Seminar in Art 

Prof. James Crane 

This course is designed to aid the student in transi- 
tion from art student to post-graduate work in art. 
Areas of major focus will be; 1) the values implica- 
tions of moving from art as a primarily personal 
expression to art as a public statement, 
2) exhibitions and exhibiting, 3) graduate study, 
4) vocational opportunities and preparation of a 
resume. Evaluation will be based on participation 
and involvement and on written assignments. Enroll- 
ment is restricted to senior art majors who have 
completed their thesis show. 



AVS 484 

Issues in Education 

Prof. Molly Ransbury 



Spring Term 



The sociological foundations of education are 
explored in this Creative Arts Collegium Colloquium. 
This seminar includes: reports and comments on 
internship observations and interactions; discussion 
of assigned reading from texts, periodicals, and the 
press; interviews with visiting experts, i.e., school 
board members, classroom teachers, parents and 
children; exploration of media as it relates to 
education; studies of the expectations of individuals 
and societies concerning education; development of 
a statement of personal-professional value, demon- 
strating an integration of data from curricular 
experience. 



ART 

AAR 111 [Modes of Learning] Module I 

Visual Problem Solving I 

Prof, lames Crane 

This course is designed to give the beginning art 
student a systematic approach to working in visual 
arts. Through a series of limiting problems, the 
student learns to develop his ideas, and as he learns, 
limits are decreased and freedom is increased. The 
primary aims of the course are to: 1) develop skills 
in spatial organization and in relating forms in 
sequence as an on-going process; 2) discover 
uniqueness and a personal approach to solutions, 
even within narrow and arbitrarily prescribed 
bounds; 3) develop an ability to make and articulate 
sensitive and astute judgment on the quality of 
solutions; 4) develop increased dexterity in the 
handling of visual media. 



AAR 112 [Modes of Learning] 
Drawing Fundamentals 

Prof. Robert Hodgell 



Module I 



This course will follow a modes-of-learning 
approach, process-oriented, on learning to learn to 
draw. Basic drawing media and instruments will be 
used. The approach will be discovering new ways of 
seeing, feeling, recording, and expressing images 
and forms. Each student should expect the materials 
to cost from $30 to $50. This is a basic skill course 
and regular attendance is necessary and expected. 
Freshmen and sophomores are given top enrollment 
preference. The course may be repeated with a 
different instructor since the stress is on individual 
development rather than once-learned content. 



AAR 220 
Sculpture 

Prof. Robert Hodgell 



Module I 



Students are expected to become familiar with the 
problems and possibilities of three-dimensional work 
in various media through class discussions, slides, 
publications, and field trips. Each student will be 
expected to spend most of his course time working 
on his own sculpture projects with periodic class 
critiques. Evaluation will be based on the quality and 
quantity of the work produced. 

Prerequisites: AAR 112, AAR 111 or permission of 
the instructor based on prior experience in related 
media. 



(25) 



AAR 221 Module II 

Visual Problem Solving II 

Prof, lames Crane 

This course is designed to give the beginning art 
student a systematic approach to working in visual 
arts. Through a series of limiting problems, the 
student learns to develop his ideas, and as he learns, 
limits are decreased and freedom is increased. The 
primary aims of the course are to: 1) develop skills 
in spatial organization and in relating forms in 
sequence as an on-going process; 2) discover 
uniqueness and a personal approach to solutions, 
even within narrow and arbitrarily prescribed 
bounds; 3) develop an ability to make and articulate 
sensitive and astute judgment on the quality of 
solutions; 4) develop increased dexterity in 
handling of visual media. 



AAR 222 Module III 

Clay I 

Prof. John Eckert 

This course explores handbuilding -- material, form, 
and spirit. Students will experience clay mixing and 
recycling, various hand-forming methods, glazing 
and firing, pottery room organization and mainten- 
ance, and a thinking and feeling inquiry into the 
process in which they are engaged. Evaluation will 
be based on the quantity and quality of clay work 
produced, participation in group efforts in the 
pottery shop and critiques, and on two written 
statements. 

Permission required. Preference will be given to 
sophomore and junior art majors. 



AAR 223 Module III 

Clay II 

Prof. John Eckert 

This course explores handbuilding -- material, form, 
and spirit. Students will experience clay mixing and 
recycling, various hand-forming methods, glazing 
and firing, pottery room organization and 
maintenance, and a thinking and feeling inquiry into 
the process in which they are engaged. Evaluation 
will be based on the quantity and quality of clay 
work produced, participation in group efforts in the 
pottery shop and critiques, and on two written 
statements. 

Prerequisites: permission required. Preference will 
be given to sophomore and junior art majors. 



AAR 224 Module IV 

Art Projects 

Prof. Robert Hodgell 

Art Projects provides an opportunity to work, under 
contract, in art media either independently or in 
media groups. Specific instruction, demonstrations, 
and workshops will be offered in painting block 
print, ceramics, and wood. Work will be evaluated 
on the basis of quantity, craftsmanship and evidence 
of involvement and personal aesthetic growth. 
Critiques will be scheduled regularly. Croup events 
will be scheduled, but extensive work will be 
expected outside scheduled time. Professors will be 
available at posted times for consultation. 

Prerequisites: AAR TU and AAR 777. 



AAR 229 Module IV 

Photography as Image Gathering: 
Basic Photography 

Prof. John Eckert 

This course is to help students to become more 
aware of visual images through the recording power 
of light-sensitive materials. The course will deal with 
gathering and presenting photographic images 
through the use of photographic processes and 
equipment. Work submitted will be appropriately 
mounted black and white photographs, two papers, 
and a notebook of data and comments kept by the 
student. Evaluation will be based on evidence of the 
student's progress as seen through the papers, the 
notebook, and the photographs. 

AAR 301 Fall Term 

Collage and Assemblage 

Prof. James Crane 

This course explores the interface between painting 
and sculpture. Two and three dimensional objects 
and images will be created employing various 
materials. Initial assignments will be used to 
acquaint students with media and image possibilities 
with increased latitude for personal exploration as 
progress is made. Teaching method will be class 
critiques of works largely produced outside of class 
with occasional demonstrations and slide 
presentations. Students expecting to enroll should 
begin collecting magazines for images. Evaluation 
will be on the quality and quantity of work 
produced, craftsmanship, daring, and visual impact. 
Ambitiousness will be taken into account. 

Prerequisites: Visual Problem Solving and Drawing. 
Class limit of 75 



(^ 



AAR 321 Module III 

Advanced Drawing 

Prof. Robert Hodgell 

A studio experience for students ready to do serious 
work in various drawing media. Basic skills and 
development of personal mode of expression will be 
stressed. There will be regular critiques and models 
will be provided, but students must be capable of 
working on an independent basis and provide their 
own supplies. 

Prerequisites: permission of instructor. 

AAR 328 Module II 

Visual Graphics 

Prof. Robert Hodgell 

This workshop will include instruction in various 
print media for beginners, but the workshop is 
primarily for those who wish to do serious work in 
printmaking. Stress will be on independent work 
with regular group critiques. 

The prerequisites are Visual Problem Solving, 
Drawing, or permission of the instructor based on 
sketch book or portfolio. 



AAR 420 
Studio Critique 

Prof, lames Crane 



Spring Term 



These courses offer students a maximum of 
independence with regular critiques of their work. 
Each student is asked to prepare a contract for what 
he intends to do in the semester. Materials to be 
used are media at the choice of the student. Material 
expenses normally run from $50 to $100. Class time 
is used for review of the work, field trips, and 
discussion. All work done in the semester following 
the contract will be the basis for evaluation. 

Prerequisites are Visual Problem Solving, Drawing, 
and any media workshop. 



COMMUNITY STUDIES 

See Behavioral Science Collegium 



EDUCATION 

AED 118 [Modes of Learning] 
Early Childhood Education I 

Staff 



Module I 



The growth of the young child from infancy to age 
six will be examined in an attempt to establish links 
between biological, familial, and cultural influences 



on the child and the design of outstanding early 
educational practices. Students will observe one 
child with particular attention to individual differ- 
ences including birth order, sensory stimulation and 
deprivation, sex, race, and social class in relation to 
intellectual functioning, socialization patterns, and 
aptitudes. Evaluation will be based on an anecdotal 
record and exploration of issues such as design and 
implementation of early childhood curricula, 
alternate staffing, and the role of the family. 



AED 119 [Modes of Learing] Fall Term 

Environments of Learning 

Prof. Richard Bredenberg 

A study of the various formal and informal environ- 
ments in which learning occurs in order to discern 
how learners learn and how teachers teach. The 
environments include: schools - public and private, 
traditional and innovative; other learning centers - 
libraries, museums, galleries, science centers, places 
of business, correctional institutions, churches; 
programs - for the handicapped, the gifted, the 
average, the child, the adult, the aged. In addition 
to regular meetings the class will make six field trips. 
Students will identify elements of learning theory 
and appraise the teaching and managerial skills 
involved in each program in relation to learning 
theory. Each student will research one program in 
depth through a) participation, in which the student 
practices the skills of teaching, and/or b) library 
study, in which the student examines and evaluates 
the results of relevant educational research. 
Required readings will be from a library reserve 
shelf. 

There are no prerequisites. 



AED 203 Module II 

Early Childhood Education II 

Prof. Molly Ransbury 

Emphasis is given to the development and imple- 
mentation of plans for an optimum learning environ- 
ment for three-, four-, and five-year-olds. A com- 
plete instructional unit is designed as part of a series 
of theory-oriented seminars and then operational- 
ized within a licensed early childhood program. 
Evaluation based on: 1) the effectiveness of the unit 
design as determined by child-learning outcomes; 
2) the creativity of the design unit; 3) the extent to 
which the unit incorporates a sound theoretical 
base. 

Prerequisite: Early Childhood Education I. 



(^ 



AED 250 

Education Experience: Alternative School 

[Directed Study] 

Prof. Molly Ransbury 

The purpose of this directed study is to offer the 
student the opportunity for: 1) viewing approaches 
to the educational process; 2) assessing the concept 
of man as learner; 3) evaluating the learning 
process; 4) refining attitudes toward schooling. 
Requirements include observing in several 
alternative schools, and conducting a teaching 
project in one school. Evaluation is based on a 
weekly conference with the school director, the 
professor, and the school staff. A video tape progress 
report is to be made and presented to a group of 
students in education for evaluative feed-back. 



AED 322 Module II 

Methods of Teaching Reading 

Prof. Molly Ransbury 

An investigation of the theory of reading is followed 
by practice in recognizing and diagnosing reading 
problems. Through a series of seminars and one-to- 
one experiences with children, the student develops 
competency in evaluating pre-reading skills; 
decoding, comprehension reference, and study 
skills. Evaluation is based on a diagnostic report for 
one child that employs both informal and formal 
diagnostic procedures. 

Prerequisite: Admission to the Elennentary 
Education progrann, or approval of the instructor. 
First preference will be given to students in the 
Elementary Education program. 



AED 350 

Prescriptive Teaching [Directed Study] 

Prof. Molly Ransbury 

An experience in prescriptive teaching techniques is 
an integral part of the structure of overall teaching 
competency. This directed study offers a mechanism 
through which the student may enhance skills. A 
child is selected based on teacher referrals, is 
observed in many different environments, and an 
assessment of problem areas and strengths is con- 
ducted. Learning sequences are then prescribed for 
the actual classroom setting. Evaluation is based on 
the successful implementation of prescriptive 
techniques, as demonstrated through video tape, 
teacher feed-back, and pupil growth. 



AED 401 Module I 

Elementary Education Methods I 

Staff 

This course includes an investigation of both the 
theory and practical application of methodologies of 
academic instruction. Through a series of seminars, 
individual conferences, observations, and one-to- 
one experiences with children, the student will 
explore, plan, and evaluate approaches to com- 
munication as a teacher. Evaluation will be based on 
the student's oral presentation of constructive 
suggestions for improving educational methodology, 
as well as on a tutoring journal. 

AED 421 Spring Term 

Psychology for Education 

Staff 

This is a study of the psychological foundations of 
education with emphasis upon those which have 
application for the classroom teacher. The course is 
interrelated with experiences of student teachers and 
is a requirement of candidates for elementary and 
secondary education certificates. The course is open 
to others by permission of the instructor. 

AED 422,423,424 Spring Term 

Professional Elementary Education 

Prof. Molly Ransbury, Staff 

The professional semester for Elementary Education 
interns includes participation in all phases of the 
operation of an elementary school. Interns practice 
their teaching skills at both the primary and inter- 
mediate grade levels within each of three methods of 
classroom organization: open space, self-contained, 
and team-teaching. The intern also spends time in 
direct study with the school principal, social worker, 
guidance counselor, learning resources director, 
language arts specialist, and art, music, and physical 
education teachers. 

Prerequisites: admission to the Teacher Education 
program and the successful completion of all 
courses for Elementary Education certification 
except A VS 484. 

AED 431 Fall Term 

Pre-lnternship 

Prof. Richard Bredenberg 

This is an experience-oriented course conducted 
primarily in the public secondary schools. Each 
student will be assigned to work with a public school 
teacher for ten hours per week for one semester. 
Activities may include assisting in individualized 



(^ 



instruction, tutoring small groups, teaching micro- 
lessons. Evaluation will be based on written self- 
appraisal as a candidate for the teaching profession, 
a written evaluation by the public school directing 
teacher, and an observation of the student's 
teaching by the professor. 

Prerequisites: admission to the Teacher Education 
program. 



AED 435, 436, 437 
Professional Education 

Prof. Richard Bredenberg 



Spring Term 



The first five weeks of the semester include a variety 
of experiences to equip students with skills for 
classroom teaching. The curriculum strives for 
student competency in audio visual materials, 
applications of learning theory to the classroom, the 
teaching of reading, special methods of teaching, 
knowledge of the operation of the public schools, 
and recent innovations in education, followed by 
nine weeks of student teaching during which the 
student teacher assumes full teaching responsibility. 
Prerequisites: introduction to Psychology, Pre- 
Internship, and formal admission to the Teacher 
Education program. 



LEISURE AND RECREATION 

ALR 271 

Leisure and Recreational Studies 
Exploration 



Module II 



Prof. Henri Ann Taylor 

Designed as an exposure experience, this course 
introduces the student to several different fields of 
recreation and leisure. These include municipal 
recreation, recreation for the aging, recreation for 
the handicapped, college recreation and hospital 
recreation. This introductory study will not only 
provide the students with an opportunity to observe 
these various programs, but will enable them to 
assist the professional staffs in various ways. It will 
introduce the student to the philosophy, purpose, 
and need for recreation as well as serve as an 
excellent screening device whereby students may 
determine if they wish to pursue the Leisure and 
Recreational Studies Concentration. This course is a 
prerequisite to all other Leisure and Recreation 
courses. 

ALR 350 

Concepts of Leisure [Directed Study] 

Prof. Henri Ann Taylor 

The purpose of this course is to give the student an 
exposure to and an analysis of the total field of 



leisure and recreation. It is also intended to help the 
student develop and put into operation his own 
concepts of this field. The areas of study include the 
history, scope, organization, theories, sociology, 
psychology, philosophy, economics, problems and 
future of leisure and recreation. The course material 
is divided into four units: 1) The Recreation Move- 
ment Today, 2) The History of Leisure and Recrea- 
tion, 3) Concepts and Definitions of Leisure, 
Recreation, Work, Play and 4) Goals and Problems 
of Leisure and Recreation. The text is Recreation and 
Leisure in Modern Society by Richard Kraus with 
additional readings being listed in the bibliography 
of the Course Syllabus. 

Prerequisite: ALR 271 Leisure and Recreation 
Exploration. 

ALR 370 Fall Term 

Leisure and Recreation Internships 

Prof. Henri Ann Taylor 

This course is designed for junior and senior Leisure 
and Recreation majors. It gives them the opportunity 
to work as interns in one of the many St. Petersburg 
agencies. The student chooses the project that most 
nearly suits his future career plans. Some of the 
Intern Projects are: 1) geriatric; 2) recreation for 
the handicapped; 3) municipal recreation; 4) hos- 
pital recreation. Evaluation is based upon 
supervisor's weekly reports, assigned readings 
including texts, daily journal including personal 
evaluation of the experience, and a paper on a 
project devised by the student including a report on 
procedures, results, and bibliography. 



ALR 371 
Recreation Projects 

Prof. Henri Ann Taylor 



Fall, Spring Terms 



This course is designed to provide apprenticeship 
opportunities for students who wish to gain, 
practical, on the job experiences in carefully 
selected recreational agencies that deliver special 
types of recreation programs especially for minority 
groups such as the aging, handicapped, disad- 
vantaged, and the ill and/or hospitalized. During the 
course the students will: 1) engage in detail study of 
the type of recreation in which they wish to later 
work, 2) survey the agencies in St. Petersburg that 
provide that specific type of recreation, 3) with the 
approval and assistance of the instructor and agency 
supervisor, select the agencies in which they wish to 
work, 4) formulate and have approved a contract 
that will identify the responsibilities of the student, 
the supervisors and the instructor, and 5) fulfill the 
contracts by actually working in at least two of these 



{23} 



agencies. Required reading: Recreational Activity 
Development for the Aging, Lucas; Recreation for 
the Handicapped, Pomeroy; Recreation and Leisure 
Service for the Disadvantaged, Nesbitt; Recreation, 
A Medical Viewpoint, Haun . The student will be 
evaluated: 1) by the instructor on the quality of 
work he produces at the agency, 2) the supervisor's 
evaluative statements, 3) a project paper, 4) a 
journal and 5) a final examination. 
Prerequisites: Leisure and Recreational Studies 
Exploration. 

ALR 375 Module III 

Concepts of Leisure and Recreation 

Prof. Henri Ann Taylor 

This course will review the basic ideas and problems 
of leisure in our comtemporary society and will 
project these into the future when even greater 
amounts of leisure time will be available. The course 
will: 1) point students to the need for more 
resourceful citizenry to cope successfully with the 
pressures of daily life: 2) outline the leisure 
problems of the day; 3) probe concrete suggestions 
for creating more beneficial patterns of living; 

4) analyze different agencies that are trying to meet 
the needs of our leisure oriented society; and 

5) help students recognize the problems and the 
resources available to help in solving leisure 
problems. Required readings: Fundamentals of 
Recreation, Yukic; Leisure and the Quality of Life, 
AAHPER. Evaluation will be on the basis of partici- 
pation in class, projects, papers, readings, and 
exams. 

Prerequisites: AED 118 

LITERATURE 

ALI 110 [Modes of Learning] Module I 

Literary Studies 

Prof. Richard Mattiews 

This is an introduction to the various literary genres 
with concentrations on certain novels, e.g., Cide's 
The Counterfeiters, Kafka's The Castle, an anthology 
of poetry, and a book of short stories. The class will 
approach these works stylistically as well as themati- 
cally. Students will be evaluated on the basis of class 
participation and three analytical papers (each on a 
different genre). 



ALI 224 

Neoclassic Poetry and Prose 

Prof. Rictiard Mathews 



Module III 



The Eighteenth Century in English literature has been 
variously called "The Age of Johnson," "The Age of 



Satire," and "The Neoclassic Age," but whatever 
label is applied, it was a rich literary period, full of 
wit, intelligence and confidence. This course will 
survey major prose and poetry of the period with 
some emphasis on the classical sources. Readings 
will include: Samuel Johnson, Rasselas; Swift, 
Gulliver's Travels; Cay, Beggar's Opera; Sterne, 
Tristram Shandy; poetry by Dryden, Gray, Prior, 
Pope, Swift, Blake, and Congreve, The Way of the 
World. Students will be evaluated on a class presen- 
tation and a final exam. 
Prerequisites: two courses in literature. 

ALI 250 

Children's Literature [Directed Study] 

Prof. Peter Meinke 

This course is designed to introduce students to the 
best of children's literature in the various genres; it is 
divided into seven sections: Nursery Rhymes, Fairy 
Tales, Folk Tales & Mythology, Picture Books, 
Fantasy, Poetry, and Fiction. Students may concen- 
trate in one or two areas, but must do some reading 
in all seven. The course will be evaluated on the 
quality of a journal kept by the student on his or her 
reading, plus a project which may be either creative 
(for example, writing a children's story) or scholarly 
(for example, an essay on the history of nursery 
rhymes). 

ALI 251 Directed Study 

Comics 

Prof. Richard Mathews 

ALI 252 

English Fantasy Literature Directed Study 

Prof. Richard Mathews 

ALI 301 Module I 

Southern Literature 

Prof. Peter Meinke 

This is a study of 20th Century Southern writing, 
mainly the novel, but also poetry and theatre. We 
will study the works as separate examples of litera- 
ture, but also attempt to isolate what is common and 
"Southern" among them. Tentative bibliography: 
Carson McCullers' The Ballad of the Sad Cafe, Harry 
Crews' The Hawk is Dying, R.P. Warren's All the 
King's Men, Faulkner's Light in August, Walker 
Percy's The Last Gentleman, Reynolds Price's A Long 
and Happy Life, plus short stories by Eudora Welty 
and Katherine Ann Porter, poems by Ransom, Tate, 
Warren, Dabney Stuart, and others; and plays by 
Tennessee Williams. Students will be evaluated on 
the basis of three papers (one on each group), plus 
helpfulness in class discussion. 
Prerequisites: none. 



(^ 



ALI 303 Module I 

The Pre-Raphaelites and Their Circle 

Prof. Richard Mathews 

With the founding of the Pre-Raphaelite Brother- 
hood in 1848,Enghsh visual arts and literature 
experienced a last flowering of the Romantic Move- 
ment. The Pre-Raphaelites were the avant garde of 
Victorianism, advocating both aesthetic and social 
liberation. The style of life and art they produced led 
directly to the aesthetic movement and art nouveau. 
This course will trace the development of the move- 
ment from Dante Gabriel Rossetti through Oscar 
Wilde and Aubrey Beardsley and will examine prose, 
poetry and visual arts. Readings will include: Cecil 
Lang, ed , The Pre-Raphaehtes and Their Circle; 
Joris-Karl Huysmans, Against the Grain; Oscar 
Wilde, Plays, Prose and Poems; and selections from 
John Ruskin and Walter Pater. 

Criteria for evaluation: class participation, one class 
presentation, and three short papers. 
Prerequisites: none. 

ALI 331 Module III 

One-Act Play Workshop 

Prof. Richard Mathews 

Students will investigate the possibilities of short 
drama by reading and writing one-act plays. We will 
read at least 25 short plays, including both tradi- 
tional and experimental forms. Each student will 
write at least five plays, some of which will be read 
and discussed in class. Production of original plays 
will be encouraged. Students will be evaluated on 
their written plays. Prerequisites: permission of 
instructor - enrollment limited to 15. 

ALI 350 

Modern American Novel [Directed Study] 

Prof. Peter Meinke 

This course introduces the student to the major 
American novelists of the first half of the 20th 
century. Students are expected to read 10 to 12 
novels; they may substitute 3 or 4 books by the same 
authors for those suggested in the syllabus (e.g.. The 
Great Gatsby for Tender Is The Night, etc.) Students 
will be evaluated on the basis of a journal kept on 
their reading. This journal should contain at least the 
following three elements: 1) a discussion of the 
novel's ideas and themes, 2) an analysis of the 
novelist's style, and 3) a subjective evaluation of 
both these aspects. 

For other literature courses see Letters and 
Comparative Cultures Collegia. See also Writer's 
Workshop. 



MUSIC 

AMU 115 [Modes of Learning] Module I 

Comprehensive Musicianship I 

Prof. William Waters 

This course is designed to serve as an introduction to 
the fundamentals of music. The focus of the course 
is designed to increase the student's awareness of the 
process of becoming a musician, and of the role of 
the musician in today's society. Emphasis, too, will 
be placed on programmed ear training and sight- 
singing both in the classroom and in independent lab 
sessions. Evaluation for the course will be based on 
written exercises, several short tests, participation in 
class activities, and a final examination. 



AMU 244 

Seminar in Solo Vocal Literature 

Mr. Harry Waller 



Fall, Spring Terms 



This course involves a series of seminars and discus- 
sions of masterworks of vocal literature in all styles 
and periods. Students, faculty, and guests are 
invited to participate. Each student will give at least 
one formal presentation each semester. Critique 
sessions will enable the student to understand better 
the level on which he is able to communicate his 
musical ideas to his listeners. Credit for two courses 
will be given in the senior year for students who have 
satisfactorily participated in colloquia for each of 
four semesters. 



AMU 245 

Choral Literature and Ensemble 

Prof. William Waters 



Fall, Spring Terms 



This is a survey of music for chorus from medieval to 
contemporary periods. Active membership in the 
Concert Choir is required concurrently with this 
course. Techniques of ensemble performance will be 
demonstrated and practiced. Proficiency in score- 
reading will be taught. The student is expected to 
gain knowledgeable insight into historical and 
stylistic considerations as well as performance 
practices appropriate to the periods studied. Evalua- 
tion will be based on quality of daily participation 
and on skills demonstrated in public performance. 
Students will be admitted on basis of audition. 

AMU 261 Spring Term 

American Music 

Prof. Shirley Smith 

This course will be a study of all the currents of 
musical thinking which have influenced American 



(^ 



musical development. It will include such com- 
posers as Billings, Gershwin, Ives, and music of the 
Puritans, Pioneers and Blacks. Styles of music 
covered will include folk, ragtime, jazz, 12-tone, 
opera; the traditional as well as the innovative and 
experimental. Required reading "America's Music," 
Chase; and "American Music Since 1910," Thomson 
Criteria of evaluation: class discussion, two exams, 
three short papers. 

Prerequisites: none. 



ation, such as complete recitals. They will have 
demonstrated proficiency in theoretical and histori- 
cal background of the works with which they plan to 
deal, or they may be engaged in the production of an 
original work. Work may be done in more than one 
module for a single module's credit. By a change of 
emphasis, the course may be repeated for additional 
credit. 

Permission of the faculty is prerequisite. 



AMU 266 Module I 

Music Projects I 

Prof. William Waters 

Music Projects I will embrace a variety of perform- 
ance-centered musical experiences. Activities may 
be centered around solo or ensemble work and may 
comprise several short works or an extended work. 
Regular rehearsal is expected of each student, and 
weekly critique sessions will guide participants 
toward objectives set at the beginning of the work. 
Enrollment is open to all students, but each proposal 
must have the approval of the music faculty. Work 
may be distributed over more than one module for a 
single module's credit. It is possible to enroll more 
than once in Music Projects I, with a change of area 
of emphasis. 

Prerequisite is demonstrated musical skills. 



AMU 367 Module IV 

Men, Women and Keyboards 

Prof. S/i/V/ey Smith 

The course will cover the construction, social 
history, and music composed for all keyboard instru- 
ments - particularly the clavichord, harpsichord, 
organ and piano. Whenever possible the instruments 
themselves will be available for student use. Live 
performances and recordings will be used in the 
study of the music. Required readings: "Keyboard 
Instruments", Pipkin; "History of Keyboard Music", 
Apel; selections from "Men, Women and Pianos", 
Loesser. Criteria of evaluation: four short papers, 
mid-term exam and one research paper. 

Prerequisites: Music majors or any student who has 
studied a keyboard instrument. 



AMU 350 

Twentieth Century Music [Directed Study] 

Prof. William Waters 

This course surveys important works of the major 
composers of this century. After completing the 
material of the syllabus, which will include readings 
from standard histories of this period, writings by the 
composers themselves, and listening to phonograph 
recordings of their works, students may choose for 
their final evaluation a written examination, an ex- 
tended paper on a topic approved by the instructor, 
or a project approved by the instructor. The course is 
open to all students. However, ability to read 
standard musical scoring at a minimal level is 
helpful. 



AMU 366 Module I 

Music Projects II 

Prof. William Waters 

Music Projects 1 1 is intended for those students who 
have demonstrated their abilities to handle musical 
tasks and are ready to move into larger areas of oper- 



AMU 441 Module II 

Comprehensive Musicianship IV 

Prof. Shirley Smith 

This course is designed as an advanced study of 
music (analysis of the different compositional forms 
and techniques and the harmonic procedures used in 
the classical era of music), primarily for the student 
who intends to pursue a musical vocation. The focus 
of the course is designed to increase the student's 
awareness of the process of becoming a musician, 
and of the role of the musician in today's society. 
Emphasis, too, will be placed on ear training and 
sight-singing both in the classroom and in independ- 
ent study. Required reading will include Harmony 
texts and Donald J. Grout's book The History of 
Western Music, but will draw heavily on library 
resources and recordings. Evaluation for the course 
will be based on written exercises, several short 
tests, participation in class activities, a course paper, 
and a final examination. 

Prerequisites for this course are Comprehensive 
Musicianship courses I, II, and III, or by special 
permission of the instructor. 



(Ml 



AMU 442 



Fall, Spring Terms 



Applied Music: Organ, Piano, Voice 
Guitar, Strings, Brass, Woodwinds 

Staff 

A student will learn to perform great music of all 
periods on any instrument offered as Applied Music 
through a program of disciplined practice and 
research into the music which is being performed. 
One 1-hour lesson per week and at least six practice 
hours per week will earn one course credit for each 
year of study. Assigned library research will be made 
for compositions being studied. Evaluation will be 
based on student's performance level and his under- 
standing of compositions studied. 
Prerequisite: Permission of music faculty. 



AMU 463 

Comprehensive Musicianship V 

Prof. William Waters 



Spring Term 



This study will focus on the product of some of the 
leading composers of the Romantic Era in music 
from the late works of Beethoven to Debussy. 
Through examination of primary source material and 
analysis of various musical structures, students will 
develop an understanding of the language of the 
Romanticists. In instrumental forms, compositions 
for solo instruments, chamber works and the large 
symphonic forms will be studied. The main text for 
the course is Grout: A History of Western Music. 
Other readings will be selected from major 
historical, biographical, and stylistic writings about 
the Romantic Period as well as from writings of the 
composers themselves. Each student will submit one 
major paper and two shorter ones for evaluation. 
Opportunities to compose in a style reflective of the 
period will be given and student performances of 
original compositions and works by the masters will 
be encouraged. 

Prerequisites: Comprehensive Musicianship I or 
equivalent. 

PHILOSOPHY 

APL 241 Module IV 

Ethics 

Prof, jerry Cill 

This course traces the major moral philosophies in 
Western thought, from Plato through Nietzsche. 
Special attention is given to the foundations of 
moral reasoning and the definition of the good life. 
The texts will be Ethical Theories (Melden) and 
Ethics (Frankena). Students will be divided into 
discussion groups and will rotate the major responsi- 



bility for class discussion. There will beat least two 
one-page thesis papers and one five-page paper 
applying the position of a major ethical thinker to a 
contemporary moral problem. There will also be a 
final integrative educational experience. 

APL 441 Module I 

Philosophy of Language 

Prof, jerry Cill 

This course is an in-depth consideration of the 
character of language as a mode of communication, 
and as compared and contrasted with artistic 
expression. Special attention is given to the views of 
Wittgenstein and prominent art theorists, such as 
Susanne Langer. The basic text is Wittgenstein's 
Philosophical Investigations. Other books will be 
used as appropriate. Evaluation will be on the basis 
of two written projects of an exploratory nature and 
one group project. Discussion will be emphasized. 

Prerequisite: some philosophy is recommended but 
not required. 

For other philosophy courses see Letters and 
Comparative Cultures Collegia. 



PSYCHOLOGY 

APS 114 [Modes of Learning] Spring Term 

Humanistic Approach to Thinking 
and Feeling 

Prof. Thomas West 

This experience will serve as a Modes of Learning 
course as well as for entry into the Humanistic 
Psychology concentration. Content will be drawn 
from the various forces in psychology (analytic, 
behavioristic, and humanistic). The focus will be on 
the interaction and blending from areas of theatre, 
religion, philosophy, music, and art, and the inte- 
gration of these in a person's exploration and 
development of communication, both interpersonal 
and within oneself. Evaluation will be based on 
group participation, a mid-term oral examination, a 
final examination, a term project, and a class 
demonstration. There are no prerequisites, but 
preference will be given to those planning to enter 
the Creative Arts Collegium. 

APS/BPS 306 Spring Term 

Psychology of Personality 

Psychology Staff 

For description see BPS 306 in Behavioral Science 
Collegium. 



(^ 



APS 307 Module II 

Psychometrics 

Profs. Thomas West, Ellen jonassen 

The main thrust of this course will be to uncover the 
principles of psychological assessment, including 
test construction; reliability, validity and utility. The 
assumptions underlying such forms of assessment as 
the interview, self-report inventories, aptitude tests, 
projective tests, and behavior ratings will be stressed 
and research relevant to the applicability of different 
assessment techniques will be considered. 

Prerequisites: BCM 260, BPS 112, and APS/BPS 
306 Psychology of Personality is strongly 
recommended. 



APS 308 Module IV 

Behavior Disorders 

Prof. Thomas West 

Any student planning a career in a helping pro- 
fession would profit by knowledge and sensitivity in 
the dynamics of behavior. This course will explore, 
in depth, this area of inquiry with special attention 
being placed on behavior judged by society to be 
abnormal, disordered or unacceptable. We will 
approach this field from various directions: Tradi- 
tionally (medical models), educationally (learning 
theory), and humanistically (growth process). Field 
trips, outside speakers, and films will be included. 
Required reading will consist of : CRM Books; 
Abnormal Psychology: Current Perspectives; other 
articles, pamphlets and print-outs will be added. 
Evaluation will be based on a mid-term and a final 
examination and a term project. 

Prerequisites are APS 114 or BCM 260. Course in 
personality theory, counseling and psychometrics 
are strongly recommended. 

APS 401 Fall, Spring Terms 

Child Therapy 

Prof. Vi Brody 

This course will allow a student to cover the theo- 
retical background of child development and 
therapy, to work as a therapist under supervision, 
and to particpate in weekly seminars. Three hours 
weekly for the academic year are spent working with 
a child and in critiques with the supervisor. Required 
reading: White, Human Infants; Kagan, Personality 
Development; Bowlby, Attachment; Des Lauriers 
and Carlson, Your Child is Asleep; Des Lauriers, The 
Experience of Reality of Childhood Schizophrenia. 
Evaluation will be based on a journal and a paper 
bringing experiences into the framework of theory. 



Prerequisites: APS 114 or BPS 112 with preference 
given to upperclassmen and to those majoring in 
psychology. Permission of instructor is required. 



APS 403 

Practicum in Peer Counseling 

Prof. Thomas West, Maria Santa-Maria 



Fall Term 



The purpose of this course is to develop behavioral 
competencies in the areas of individual and group 
counseling and testing. Topics to be considered will 
include: developing a contract with a client; inter- 
viewing techniques; test interpretation; career 
counseling; planning a group; leadership styles; 
crisis intervention; referral; and evaluation 
techniques. Students will be required to co-lead a 
number of groups; present case conferences; and 
fulfill assignments on topics covered in class. 
Evaluation data will consist of client and peer feed- 
back, self evaluation and class performance. Pre- 
requisite: Introduction to Clinical and Counseling 
Psychology; Group Dynamics; and permission of the 
instructor. The course is limited to six students who 
are junior or senior psychology majors. 
For other psyschology courses see Behavioral 
Science and Natural Sciences Collegia. 



THEATRE 

ATH 110 [Modes of Learning] 
Movement as A Mode of Learning 

Prof. Joan Frosch 



Module III 



Many movement systems exist ~ yoga, ballet, and 
Tai Chi - having such aims as spiritual change, 
performance, physical improvement, and self 
defense, in different proportions. The aim of this 
course is for each participant to evolve her or his 
own system of movement. In class we will experi- 
ment with principles upon which existing movement 
systems are based, as a foundation for construction 
of our own. Come prepared to move. Outside class 
you will be expected to spend at least one hour each 
day experimenting physically and evolving your own 
personal system. Evaluation will be based on your 
participation in class, your energy in experimenting 
outside class, and on the description of your system. 



ATH 117 [Modes of Learning] 
The Living Theatre 

Prof. Charles Morrison 



Module I 



This course is designed to develop in the student a 
sensitivity to theatre as a way of confronting life. 
The student will be introduced to the study and to 
the art of the theatre. Representative scripts will 
serve as the starting point for the discussion of the 



(El 



literature, the production, and the place of particu- 
lar productions in their community and in history. 
Class discussions will alternate with laboratory and 
studio work for approximately six hours each week in 
addition to other group and individual work. 
Reports, critiques, and creative projects are 
required. 

ATH 262 Module IV 

Theatre Arts in the Mass Media 

Prof. Charles Morrison 

Students will study some of the basic relationships 
between traditional arts and the electronic arts of 
television and the motion picture. These "new arts" 
will be exammed with an effort to determine their 
basic elements and to describe some of their 
important historical developments. Classes for 
discussion and group projects will meet regularly, 
and time should be scheduled for regular attendance 
at films and television watching. Films available on 
campus and in the community will be examined and 
discussed. This is not a course in film making 
although students may want to involve themselves in 
independent filrn and T.V. projects. 



ATH 266/267 
Theatre Projects I 

Prof, lames Carlson 



ModulesI, II, III, IV 



Work in Theatre Projects can involve participation in 
a wide variety of theatre enterprises. It represents 
the core of "theatre making" at Eckerd. Opportuni- 
ties to participate in production, in work-shops 
devoted to performance and to the crafts of the 
theatre, in critiques, and in other projects are pro- 
vided. There are no regular class meetings except for 
organizational and critique sessions which meet 
almost every week. Participation and responsibilities 
will grow out of the disciplines of the selected 
projects. It is possible to distribute work over two or 
more modules for one module's credit. 



ATH 276/277 
Dance I 

Prof, loan Frosch 



Fall Term, Spring Term 



Opportunity will be provided for training in dance 
and movement primarily in the modern dance 
tradition. Students interested in movement as 
personal expression and those interested in dance 
performance are invited to participate. As the year 
progresses, different projects will be established 
depending upon the level of preparation and the 
interests of the students. An optional period is 
offered each morning for special work in dance 



composition. The course may be repeated for credit. 
By permission, students may be accepted at the start 
of any module. 

ATH 326/327 Fall Term, Spring Term 

Choreography: The Art of Making Dance 

Prof, loan Frosch 

In this course we will explore the process of dance 
composition. Basic choreographic techniques will 
be taught and others evolved by the creative 
reconstruction of primary techniques. The class will 
serve as a laboratory for experimentation and our 
best work will culminate in the production of the 
spring dance concert. Students already possessing 
fundamental skills in modern dance are invited to 
audition for the class. Students will be required to 
choreograph one study per week, one environmental 
piece, prepare at least one piece for possible 
production in the dance concert, perform in fellow 
students' pieces, prepare a paper and class presenta- 
tion based on course reading, and view and critique 
two performances of modern dance. Evaluation will 
be based on the student's developed ability in 
choreography, degree of participation in dance 
concert and the effectiveness of written assignments 
and class presentation. Prerequisites: with 
permission of instructor - class limited. 



ATH 366/367 
Theatre Projects II 



Modules!, II, III, IV 



Prof, lames Carlson 

Theatre Projects 1 1 is primarily for work on individual 
projects in performance and production, and will 
ordinarily be built around a single undertaking such 
as a major production assignment. The course is for 
experienced students and enrollment requires prior 
arrangement with the faculty. Assignments to partic- 
ular projects may sometimes be made on the basis of 
tryouts. Students are expected to attend regularly 
scheduled Theatre Projects critique sessions. This 
course may be undertaken for one module or for 14 
weeks and for one or one-half credit unit. 

ATH 376/377 Fall Term, 

Dance II Spring Term 

Prof, loan Frosch 

Dance II is for students with some experience and for 
those who are interested in special projects in chore- 
ography and dance performance. Assignments to 
Dance II will be made by the instructor after confer- 
ences and tryouts. The course may be repeated for 
credit - one course credit for seven weeks or for 14 
weeks, depending upon the work undertaken. An 
optional period is offered each morning for special 
work in dance composition. 






ATH 461 Module III 

Seminar in Theatre History 

Prof. James Carlson 

A series of selected topics in the field of either 
theatre history or theory will be pursued against a 
background of general reading. Reports will be 
assigned and creative projects and special research 
will be encouraged. The topic for the seminar in 
Module IV, 1976, will be "Third World Theatre in the 
U.S.A." Selected developments of Black theatre, 
Cuban theatre, Chicano theatre, and the establish- 
ment of other ethnic and national groups will be 
considered. Enrollment is limited to students who 
have experience in theatre production or study in 
dramatic literature. 

Permission of the instructor is required. 



ATH 472 Fall Term 

Director's Workshop 

Prof. James Carlson 

The analysis of the work to find its theatrical shape; 
the development of the elements of production and 
performance which express the shape, the 
realization of a work of art on stage. General and 
theoretical considerations in reference to specific 
projects in theatre making. Each student will under- 
take the production of a short work; in some 
instances the production will be scheduled during a 
module different from the one in which the 
workshop is offered. 

Permission is required. For advanced students. 



WRITER'S WORKSHOP 



AWW 201 Module IV 

Criticism Workshop 

Prof. Peter Meinl<e 

This will be a practical workshop in writing reviews 
on new books in poetry and fiction. Students will be 
assigned reviews of set word length (500, 1,000, 
1,500) just as one normally gets them from news- 
papers and magazines. We will compare and analyse 
our reviews, along with reviews by professionals in 
The New Republic, Time, Harper's, etc. We will dis- 
cuss and attempt writing for different audiences: 
mass newspapers, middlebrow magazines, scholarly 
journals. Evaluation will be on the quality of reviews 
and on technical competence (meeting deadlines, 
"clean" copies, covering specific information). 

No prerequisites. Limit: 15 students. 



AWW 227 
Fiction Workshop 

Prof. Peter Meinke 



Module II 



This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 15 
students and will concentrate on various fictional 
techniques. Students will bring in their stories and 
sketches for discussion and review. A familiarity 
with current fiction and books about current fiction 
will also be encouraged. Evaluation will be based on 
stories written during the term. 

Permission of the instructor is prerequisite. 

AWW 230 Module I 

Poetry Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 15 
students and will concentrate on forms and 
technique in poetry. Students will submit their 
poems for discussion and review. A familiarity with 
current poetry magazines will also be encouraged. 
Evaluation will be based on poetry written during the 
term. 

Prerequisites: permission of the instructor. 

AWW 231 Module IV 

Poetry Workshop 

Prof. Richard Mathews 

This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 15 
students and will concentrate on forms and tech- 
nique in poetry. Students will submit their poems for 
discussion and review. A familiarity with current 
poetry magazines will also be encouraged. Evalua- 
tion will be based on poetry written during the term. 

Prerequisites: permission of the instructor. 



COLLEGIUM OF LETTERS 



COLLEGIUM COURSES 



LCM 281 Module I 

Life and Death in Indian [Hindu] 
Literature and Culture 

Prof. Keith Irwin 

The westerner has two conflicting views of India. 
One, a faltering nation overwhelmed by pestilence, 
poverty, and population. Two, the nurturing bed of 



(^ 



world religions that still entice, particularly entice, 
the jaded minds and souls of the secular west. Is it 
possible to amalgamate these two views? What will a 
look at traditional and modern Indian art, literature, 
religious life, city and village life bring to light? 
Individual projects in the literature, art, philosophy, 
social life of India will support common readings 
from Panchatantra, Rama Rao, Nair, Markandaya, 
Tagore, and others in a general seminar setting. Do 
Vishnu and Shiva, restoration and destruction, still 
alternate in the cosmic dream of India's life, is a new 
secular industrial culture possible there, or is this a 
false disjunction? Evaluation will be based on 
seminar contributions and examination. 

No prerequisites. 



LVS 302 Module III 

Justice, Law, and Community 

Profs. Burr Brundage, Felix Rac/cow, 
William Wilbur 

All persons living in social groups, whether the state, 
the city, or the family, are faced with the necessity 
of understanding "community" and the inter- 
relationships of "law" and "justice." The purpose of 
this colloquium is to explore the nature of law, its 
purposes, the means necessary to effectuate those 
purposes, the limits of the law's efficacy, the relation 
of law to justice and morality, and the modes by 
which law changes and grows historically in different 
communities. 

There are no prerequisites. 



LVS 201 Fall Term 

Western Civilization 

Profs. Howard Carter, William McKee, 
Keithi Irwin 

Who are we? Where did we come from? Where might 
we be going? What is civilization? Is a civilization 
described only in terms of its "high culture"? Are we 
currently civilized, or is Western civilization grind- 
ing to a well-deserved halt? We will attempt to 
answer such questions in this course, taking, as an 
example of a definition of civilization, Kenneth 
Clark's film series "Civilisation." We will use the 
paperback of his scripts as a text, along with key 
cultural documents from the 11th to the 20th 
century. This values sequence colloquium is 
intended to help initiate sophomore students into 
the Collegium of Letters, but is open to all upper 
division students. 



LVS 301 Module II 

Western Myths, Old and New 

Profs. Howard Carter, William McKee 

What are myths, and what can they tell us about 
ourselves? We will explore the nature of myth as a 
value-laden story that serves as a model for 
behavior. We shall read a book about myths, such as 
Eliade's Myth and Reality for theory, then pass to a 
brief review of the chief myths in the Judeo-Christian 
heritage, in the Greek mythological tradition, and in 
the American historical experience. The course will 
then focus on America from 1950 to the present, 
stressing the relation of personal and social values to 
our current myths. 

There are no prerequisites. 



LVS 303 Module IV 

Human Nature 

Profs. Burr Brundage, Rejane Cenz, 
Keith Irwin 

An understanding of our human nature has been one 
of our species' persistent preoccupations. Are we 
sinners? Are our capacities and limits determined by 
our symbol-making and symbol-using capacities? 
Does the eastern world's view of human nature differ 
from the western world's? These are primary 
questions which will be explored in this colloquium. 
The primary methods of analysis will be philosophi- 
cal and theological. A critical study of a work of 
literature of their own choosing will be the major 
project culminating the students' participation in the 
discussions throughout the module. Evaluation will 
be based on participation in discussion, a term 
paper, and a final examination. 

There are no prerequisites. 



FRENCH 

LFR 320 

Advanced Conversational French 



Fall Term 



Prof. Rejane Cenz 

The emphasis in this course is on colloquial French. 
The students will have the opportunity of suggesting 
the topics of conversation. They will be asked to 
read articles in French magazines; they will learn to 
handle all types of correspondence in French, and to 
write newspaper articles. Materials to be used 
include: Dictionnaire de I'argot moderne, 
dictionnaire des difficultes de la langue francaise 
and Entre-nous, an entirely new type of textbook just 
published by a Yale professor who compiled a series 
of conversations with French and American college 
students in his own advanced conversation class at 



(^ 



Yale. Evaluation will be based on the degree of parti- 
cipation in all aspects of the course. 
Prerequisite: A third year level of proficiency is 
generally expected, but second year students will be 
admitted in the course upon recommendation of 
their professor. 

LFR 321 Fall Term 

Introduction to French Literature, I 

Prof. Rejane Cenz 

The main purpose of this course is to further the 
students' knowledge of the language through 
literature. Therefore, no attempt is made to offer a 
survey of literature, and most of the plays and novels 
are by contemporary writers: Cide, Mauriac, Camus, 
Saint-Exupery, lonesco, etc. Class meetings consist 
entirely of discussions, and participation is an 
important factor in evaluation. Evaluation will be 
based on a journal, class participation, and a final 
examination. 

Prerequisite: third year level of proficiency in 
French. 

LFR 322 Spring Term 

Introduction to French Literature, II 

Prof. Rejane Cenz 

The main purpose of this course is to further the 
students' knowledge of the language through litera- 
ture. Therefore, no attempt is made to offer a survey 
of literature, and most of the plays and novels are by 
contemporary writers; Cide, Mauriac, Camus, Saint- 
Exupery, lonesco, etc. Class meetings consist en- 
tirely of discussions, and participation is an 
important factor in evaluation. Materials to be used 
are plays, novels and poetry by the above authors. 
Evaluation will be based on a journal, class partici- 
pation, and a final examination. 
Prerequisite: third year level of proficiency in 
French. 

LFR 423 Fall Term 

Nineteenth Century French Literature 

Prof. Rejane Cenz 

The purpose of this course is to study the works of 
the most important novelists and poets of that 
period, including Stendhal, Flaubert, Zola, Baude- 
laire, Rimbaud, Mallarme. Evaluation will be based 
on a journal and on class participation. 
Prerequisite: Normally three years of college-level 
French or the equivalent. However, any student who 
has a good reading knowledge of French is eligible. 

For other French courses see Comparative Cultures 
Collegium. 



GREEK 

LCL 121 Module II 

Beginning Greek 

Prof. Frederic White 

An introduction to Greek grammar and to New Test- 
ament Greek with readings from the Gospel of John. 
Paine's Beginning Greek will be the basic text. Evalu- 
ation in the course will be based on recitation, on 
quizzes, and on a final examination. There are no 
prerequisites. 

LCL 122 Module III 

Intermediate Greek 

Prof. Frederic White 

Readings from Plato and Xenophon with attention to 
Attic Greek. The texts will be Paine's Beginning 
Greek and Freeman and Lowe's Greek Reader. Evalu- 
ation in the course will be based on recitation, on 
quizzes, and on a final examination. 

Prerequisite: LCL 727. 

HISTORY 

LHI 111 [Modes of Learning] Fall Term 

The Search for Meaning in History 

Prof. Burr Brundage 

The course concentrates on a very limited time 
period and a limited subject-the age of the Tudor 
rulers of England and the confrontations, both mili- 
tary and diplomatic, among the great nations of 
Europe. The course has as its objective to display to 
the student the drama and the deviousness of history 
and the ways by which some historians attempt to 
stop it in its tracks and pin it down for its better 
understanding. 

LHI 112 [Modes of Learning] Module I 

Problems in American Civilization 

Prof. William McKee 

This course will examine several historical develop- 
ments that have been important in shaping 
contemporary American civilization: Puritanism and 
the American character, the American Revolution 
and the radical tradition, racism from plantation to 
ghetto, feminism and the myth of the American 
woman, imperialism and the mission of America, 
capitalism and the welfare state, and the American 
dream and the future. As a mode of learning course, 
it will develop the skills of analysis, criticism, and 
evaluation involved in historical explanation and the 
application of historical knowledge to current 



(^ 



problems. Readings will be from both primary and 
secondary historical sources, and will include con- 
troversial interpretations. Criteria for evaluation will 
include participation in discussion, student reports, 
a brief paper on each topic, and a research paper. 
Open to all students. 



LHI 143 Spring Term 

The Foundations of Contemporary 
Europe, 1815-1939 

Prof. William Wilbur 

This course focuses on European nationalism and 
liberalism, the industrial revolution, the rise of mass 
democracy, modern political parties, Marxism and 
class conflict, the nature of the "new" imperialism, 
World War I and its consequences, the Russian 
Revolution, the depression, and the rise of totali- 
tarian dictatorships. Intellectual developments such 
as Romanticism, Social Darwinism, existentialism, 
and Freudian psychology are examined in their 
historical context and evaluated for their impact on 
Western society. Basic reading from a selected text; 
emphasis on using selected source materials, novels, 
plays, films, and recordings. Evaluation will be 
based on quality of participation in class 
discussions, imaginative use of written and audio- 
visual materials in oral and written reports, mid- 
semester test and a final examination. Prerequisites: 
none. Note: This course is one of a series of three, 
the other two being Europe in Formation: Medieval 
and Renasissance, and Europe in Transition: 
1492-1815. 



LHI 223 

United States History 

Prof. William McKee 



Spring Term 



In this survey of the historical development of the 
United States from the colonial period to the mid- 
twentieth century, emphasis is placed upon three 
major frameworks within which historians have 
attempted to interpret the meaning of the American 
experience - the traditional Progressive interpreta- 
tion, the post-war Consensus school, and the recent 
New Left views. Three periods of social change will 
be studied in detail: the American Revolution, the 
Reconstruction of the South, and the New Deal. 
Criteria for evaluation will include participation in 
discussion, several short papers, a mid-term and a 
final examination. This course is open to any student 
with an interest in American history. 



LHI 249 Fall Term 

The Art and History of Ancient Egypt 

Prof. Burr Brundage 

This is a course investigating ancient Egyptian arti- 
facts, art objects, architectural systems, materials, 
art skills, and canons ~ all set against the historical 
and religious background. The purpose of the course 
is to present Egyptian civilization as an integrated 
whole, this being done best by investigating its 
achievements in art. There will be examinations and 
discussions. 

There are no prerequisites, and freshmen are 
welcome in the course. 



LHI 250 

History of England to 1714 

Prof. William Wilbur 



Directed Study 



The history of England from the Roman occupation 
to the accession of George I is a rich and fascinating 
story and one which has unusual significance for 
Americans. This course opens with some considera- 
tion of the nature of the sources for English history 
and then deals with such main themes as the gradual 
unification of England after the collapse of Roman 
rule, the Norman Conquest and feudalism, the 
growth of the common law, the rise of Parliament, 
the Tudor revolution in government, the Anglican 
Reformation, the revolutions in the 17th century, 
and the triumph of parliamentary oligarchy. 

LHI 251 Directed Study 

History of Modern Britain Since 1714 

Prof. William Wilbur 

This course traces the development of modern 
Britain from the accession of the first Hanoverian 
King, George I, to contemporary times. During this 
period Britain spawned the industrial Revolution, 
became the world's largest empire, developed the 
cabinet system of government, transformed its own 
society from an agrarian oligarchy to an industrial 
democracy, became a welfare state, and finally lost 
its imperial power. 



LHI 252 
History of London 

Prof. William Wilbur 



Directed Study 



This is a course in urban history designed primarily 
for students in residence at the London Study 
Center. It focuses on London as the first truly 
modern city and offers the student insights into 
problems of urban history. Evaluation is based on: 
(1) the quality of a journal, annotating visits to 



{^ 



historical sites and museums and observations of 
London life; (2) a documented research paper, 
focusing on some approved topic on London history 
and utilizing wherever possible maps, plans, 
architectural drawings, and primary sources avail- 
able at the Guildhall Library. 

LHI 322 Module III 

The United States as a World Power 

Prof. William McKee 

This course will examine the role of the United States 
in world affairs in the twentieth century. In addition 
to surveying the history of American foreign policy, 
special stress will be placed upon various views of 
the proper role of the United States in the world: 
such as imperialism, internationalism, isolationism, 
pacifism, collective security, "New Left" anti- 
imperialism, etc. We will examine the recent con- 
troversies over the origin and nature of the Cold 
War. The required texts will present contrasting 
"orthodox" and "New Left" interpretations. Students 
will write a term paper examining the views held by a 
significant American leader on the role of the United 
States in world affairs. Open to students with some 
previous work in American history or political 
science. 

LHI 334 Module II 

Twentieth -Century Britain, 1914-1970 

Prof. William Wilbur 

An examination of the principal economic, intellect- 
ual, political and economic developments of the 
20th-century which have left their imprint on 
contemporary Britain. Recommended especially for 
students planning to enroll in Coventry or London 
semesters. Attention to the decline of Liberalism and 
the rise of Labor; World War I; depression and 
appeasement; World War 1 1 and the reasons for the 
collapse of British power; the liquidation of Empire; 
the Angry Young Men and the Beatles; Britain and 
the European Community. Readings from a basic 
text, a social history, a biography and contemporary 
novels. Films, recordings and periodicals will also be 
utilized. Evaluation will be based upon quality of 
class discussions, oral and written reports, and a 
10-15 page final paper. 

There are no prerequisites for this course. 

LHI 341 Module II 

Mexican History 

Prof. Burr Brundage 

A survey of Mexican history from 1521 to the present 
with a concentration on the period of the Mexican 



Revolution. Freehand map work will be important 
and the student will be required to learn all of the 
Mexican states and their capitals, major river 
systems, etc. There will be the usual examinations 
and one paper of approximately 20 to 25 pages on a 
subject of the student's choice. The required reading 
is Quirk, Mexico; Leonard, Baroque Times in Old 
Mexico; Azuela, The Underdogs; Quirk, An Affair of 
Honor; and Quirk, The Mexican Revolution. Classes 
will be about equally divided between lectures, 
blackboard map work and class discussion. There 
may in addition be as many as three slide 
presentations on Mexican art. Spanish not required 
but highly recommended for reading purposes. 

There are no prerequisites. 



LHI 349 Spring Term 

History and Appreciation of 
Modern Painting 

Prof. Burr Brundage 

This semester course covers the period in European 
painting from Manet through World War 11. The 
purposes of the course are to provide the student 
with a knowledge of the progress and fluctuations in 
the painting of the period and the relationships of 
this art with the larger events of the period; a 
knowledge of the various schools and mstitutional 
groupings of artists; an ability to analyze and appre- 
ciate a painting; familiarity with the lives and 
personalities of the painters; and finally, the 
opportunity to be enchanted. 

Freshmen and sophomores may be admitted with the 
consent of the instructor. 



LHI 353 [Directed Study] 
History of the British Empire- 
Commonwealth Since 1783 

Prof. William Wilbur 

This course focuses on the "second" British Empire - 
the period since the loss of the British North 
American colonies in 1783 - and aims to give some 
understanding of the causes, nature, and 
consequences of British imperial expansion in the 
nineteenth century and the reasons for the collapse 
of British power in the twentieth century. Evaluation 
will be based primarily upon four or five short 
written and oral research reports, plus a term paper 
on a problem selected by the student. 

A college course in modern European or British 
history is a prerequisite. 



(40) 



LHI 359 [Directed Study] 

The Industrial Revolution in America 

Prof. William McKee 

The purpose of this course will be to examine the 
impact of the industrial revolution upon American 
life during the last three decades of the nineteenth 
century. It will examine the processes of industrial, 
economic, and social change which produced a 
transformation of American society during this 
period, and the reactions of Americans to these 
changes. Work to be submitted for evaluation will 
include at least four papers based upon readings. 

This is an advanced history course and some 
previous work in American history is a prerequisite. 

LHI 381 Module I 

History of Canada Since the French 
Settlement 

Prof. William Wilbur 

This course explores the process by which Canada 
has developed from a few scattered colonies into an 
independent nation based upon two predominant 
linguistic and cultural groups, French and English. 
Canadian history reveals fundamental differences 
from the American experience and these will be 
examined by focusing on the principal political, 
economic, social, religious and cultural forces which 
have shaped Canadian society. Class discussions will 
focus on readings from a basic textbook, selected 
source materials, and one or more novels. Films and 
other audio-visual materials will also be utilized. 
Evaluation is based on the quality of class 
discussion, oral and written reports, and a final 
examination. 
There are no prerequisites for this course. 

LHI 382 Module iV 

LHI 352 [Directed Study] 

The Progressive Movement in America 

Prof. William F. McKee 

This course deals with the Progressive Movement, 
one of the great movements for reform in American 
history. It will be conducted as a seminar, with class 
discussions of assigned readings and student reports 
on individual research. The purpose of the course is 
to attempt to define Progressivism as a reform move- 
ment and assess its significance in American history. 
Required readings will examine the following: the 
nature of progressivism as a political movement, 
presidential leadership in the Progressive Era, 
progressivism and the reform of society, and 
intellectual developments in the Progressive Era. 
Students will be expected to complete a major 



research project. This is an advanced history course 
and previous work in American history or political 
science is required. 

For other history courses see Comparative Cultures 
Collegium. 

LITERATURE 

LLI 111 [Modes of Learning] Module III 

Literary Studies 

Prof, julienne Empric 

The course is an introduction to the critical study of 
literature. Attention will be divided between study- 
ing the literature itself in various generic forms 
(prose, poetry, drama), and studying the various 
critical approaches which have been refined for such 
study, e.g., new critical, psychological, biographi- 
cal. Evaluation will be based upon the student's 
progress toward understanding, selecting, and 
developing critical methods and techniques. 

There are no prerequisites. 

LLI 221 Fall Term 

American Literature I: 
The Formative Years 

Prof. Nancy Carter 

From the Puritan forebears through the Revolution- 
ary thinkers to those threatened by the dissolution of 
the Union, this course will survey the literature of 
the new American nation (17th and 18th centuries). 
Readings will be drawn from the works of major 
authors (including Franklin, Paine, Jefferson, Irving, 
Hawthorne, Poe, Melville, Emerson) and major 
literary movements (e.g.. Transcendentalism, the 
new romanticism, ethical and symbolic idealism). 
Evaluation will be based upon participation in class 
discussion, one or two papers, and possibly a final 
examination. 

LLI 222 Spring Term 

American Literature II: 
The American identity 

Prof. Nancy Carter 

With Whitman's pioneering explorations of the one 
and the many in the mid-19th century there began a 
second important phase in American literature, a 
phase continuing to the present in which American 
authors explored and articulated themes and 
problems relating to their own expanding frontiers, 
their burgeoning technology, their personal and 
psychological space. Readings and discussion for 
this latter period will include works by Whitman, 



(^ 



Dickinson, Twain, Henry James, Stephen Crane, and 
selections from a range of contemporaries, e.g.. 
Frost, Baldwin, Plath. Evaluation will be based upon 
participation in class discussion, one or two papers, 
and possibly a final examination. 



LLI 250 

Shakespeare: The Forms of his Art 

Prof, julienne Empric 



Directed Study 



This course is an introduction to Shakespeare 
through a sampling of each of his genres: poetry, 
comedy, tragedy, history, romance. The focus is 
dual: to develop a capacity to appreciate and 
evaluate Shakespeare's writings, and to enable the 
student to sense characteristic distinctions among 
the genres. Readings will be chosen by the student: 
eight plays from Shakespeare's major "periods," and 
any two others. Critical readings should supplement 
primary material, and the Signet or Arden editions 
are recommended. Students are expected to use to 
advantage available recordings and productions. 
Evaluation will be based on a journal containing 
twelve paper-like short essays: one on each of the 
ten selected works, one on background, one a final 
synthesis. Inclusion of personal reactions and notes 
is encouraged. 

LLI 253/353 [I, II] Directed Study 

American Fiction: 1950 to the Present, 
Introduction, Further Readings 

Prof. Howard Carter 

The purpose of these courses is to allow students to 
read as widely as possible in recent and contem- 
porary American fiction. A student who has done 
little reading in this area should take the first course. 
Introduction to American Fiction: 1950 to the 
Present, for which there is a specific reading list of 
such authors as Barth, Brautigan, Hawkes, Kerouac, 
Kosinski, McGuane, Nabokov, Oates, Updike, 
Didion, Plath, Parent, Baldwin, Ellison, Wright, and 
so on. A student with some acquaintance with most 
of these should take the second course, Further 
Readings in American Fiction: 1950 to the Present, 
for which there is an extensive bibliography in the 
syllabus. 

LLI 271 Module 11 

Drama as Genre 

Prof, julienne Empric 

What is a play? How does it differ from other works 
of literature meant to be experienced through 
reading alone? What have been its composite parts 
through the ages? What can it offer to those who 



explore it - in the theatre, on television, in the 
study? Using an anthology [Types of Drama, edited 
by Barnet, et al] the course will explore the qualities, 
challenges, risks of the dramatic genre, in hopes of 
discovering some general and some personal 
answers to these questions. We will investigate the 
nature of the various modes of western drama - 
tragedy, comedy, tragicomedy; the importance of its 
language - from poetry to slang; and the writings of 
important critics through the ages who have been 
fascinated with the power of plays on people and 
societies. Selected theatre productions and televised 
plays will be included in the coursework. Evaluation 
will be based on participation, one project, two 
short papers, and an examination. 

There are no prerequisites. 



LLI/CLI 334 

LLI 254/354 [I, II] 

20th Century European Fiction 

Prof. Howard Carter 



Spring Term 
Directed Study 



This course invites you to read widely in the best of 
European fiction since the turn of the century. We 
will read twelve or so novels selective of move- 
ments, representing various countries, the dominant 
literary movements, the most influential authors, 
such as Proust, Cide, Sartre, Camus, Mann, Kafka, 
Grass, Hesse, Moravia, Calvino, Vesaas, 
Solzhenitsyn, and Konrad. For each novel, students 
will prepare a reflective set of notes (one single- 
spaced typewritten page, or the equivalent). Evalua- 
tion will be on these notes, class discussion, a final 
synthetic exercise. (A student who reads a foreign 
language and who wishes to read one or more novels 
in the original language may negotiate with the 
instructor for fewer or shorter novels. 

Prerequisite: one college-level literature course. 



LLI 344 

Romanticism: A Comparative Approach 

Prof. Howard Carter 



Module IV 



This course has three aims: (1) a broad understand- 
ing of the ideas and art forms of romanticism, (2) an 
awareness of the problems of studying such a 
complex subject and the methods afforded by the 
discipline of comparative literature, and (3) an 
increased sensitivity in reading and a more daring 
ability to speculate about literary materials. British 
and Continental poetry and prose will be studied. 
Students will make reports, write short papers, 
develop a project in a long paper. Class discussion 
will also be a criterion for evaluation. 

Ttiere are no prerequisites. 



(^ 



LLI 355 



Directed Study 



20th Century American Women Artists 
and Writers [c. 1900-1935] 

Nancy Carter 

This study begins by placing women artists and 
writers in the social and cultural context of their time 
with selected background readings. Primary 
emphasis, however, will be upon their contributions 
in different media. Students will choose works to 
study from the following categories: photography, 
dance, poetry, and prose (including autobiography 
and biography, as well as fiction and other writings.) 
Some of the women represented in this study are 
Isadora Duncan, Georgia O'Keeffe, Edna St. Vincent 
Millay, Marianne Moore, Gertrude Stein, Anais Nin, 
Zelda Fitzgerald, and Djuna Barnes. 

Prerequisite: sopliomore status. 



LLI 361 
Literary Criticism 

Prof. Howard Carter 



Module I 



Criticism basically means judgment. Theories of 
literary criticism seek to understand how literature 
affects readers, how literature relates to reality, how 
a writer should create art, what qualities a literary 
work should have. Throughout the Western tradition 
there are many different discussions of these 
questions, and we shall read the most important of 
them by reading selectively from the Ancients 
(Plato, Aristotle, Longinus), from Dante, Renais- 
sance and Neo-Classical theorists, from Romantics 
(Wordsworth, Coleridge, Shelley, Poe), and from 
nineteenth-century writers. The volume containing 
such materials is Smith and Parks, The Great Critics. 
In the second part of the course, we will see what is 
happening in 20th-century criticism, surveying 
formalist, genre, archetypal, historical, and inter- 
disciplinary criticism. Our text for this will be Handy 
and Westbrook, Twentieth-Century Criticism: The 
Major Statements. Evaluation will be on a mid-term 
and a final exam, two short papers (at least one using 
a literary work, a movie, or another cultural phen- 
omenon to criticize), and class discussion. 

Prerequisites: One college-level literature course. 



LLI 362 

Advanced Composition 

Prof. Howard Carter 



Module III 



The aims of the course are: to improve writing 
abilities in a variety of forms (from job letters to 
formal essays to creative writing), to teaching skills 
of prethinking a paper, outlining it, writing a draft, 
editing and polishing it, to explore the relationships 
of thought (both rational and irrational), words, and 
communication. We will be testing the limits of 
what we can say to each other, using words. 
Readings will include Hayakawa, Language in 
Thought and Action, essays by George Orwell, and 



Richard Shelton's poetry. Students will be evaluated 
on a series of written exercises, class exercises, 
discussion and, especially, improvement in writing. 

There are no prerequisites. 

LLI 371 Module I 

Poetic Drama 

Prof, julienne Empric 

The course will incorporate a variety of plays from 
over the centuries of western poetic drama, 
including plays by Sophocles, Euripides, anonymous 
Medieval playwrights, Shakespeare, Webster, 
Racine, Goethe, Eliot, Fry. While we will be investi- 
gating the peculiar nature of this beast with two 
heads, poetic drama - its challenges, successes, 
failings, we will also be reading both comedies and 
tragedies, and will investigate the modes of the 
heroic portrayed and expressed in the men and 
women who speak in dramatic poetry. Evaluation 
will be based on two papers and an examination. 

There are no prerequisites. 

LLI 372 Spring Term 

Tragedy and Comedy 

Prof, julienne Empric 

Although the primary focus will be upon examples 
from drama, the course will draw upon a range of 
periods and genres (including samples from film and 
television) in an attempt to bring into an open forum 
theories of tragedy and comedy. Besides these 
various primary materials,we will investigate critical 
opinion on what distinguishes the tragic and comic 
modes, in an attempt to come to an understanding 
of the differences between colloquial and critical 
uses of the terms. Evaluation will be based both on 
assimilative and creative abilities as evidenced in: 
1) in-class interaction, 2) two papers, in which the 
student will formulate a theory of tragedy and one of 
comedy. 

There are no prerequisites. 

For other literature courses see Creative Arts and 
Comparative Cultures Collegia. 



PHILOSOPHY 

LPL 111 [Modes of Learning] 
LPL 150/151 [I, II] 
Logic and Language 

Prof. Peter Pav 



Fall Term 
Directed Study 



Appropriate for pre-law, philosophy, science, 
mathematics, social science and literature, this 
course studies the methods of critical, logical 
analysis of language and thought. It starts with 
everyday language - its nature, uses, and misuses 
then studies artificial logical languages whose 
precision can aid our understanding of otherwise 
vague and difficult activities, principally 



{«) 



argumentation. We will develop several techniques 
for evaluating arguments, both propositional and 
predicate. Text: Copi's Introduction to Logic, 4th ed. 
Evaluation: Frequent homework exercises and three 
open-book examinations. 

Prerequisite: None. 

LPL 112 [Modes of Learning] Module III 

LPL 152 [Directed Study] 
Modes of Philosophizing 

Prof. Keith Irwin 

By introducing the student to the thought of such 
philosophers as George Berkeley, William James, 
Plato, A.J. Ayer, and Jean-Paul Sartre, the intention 
of this course is to develop in his mind a sense of 
what arouses philosophical questions and of the 
possible modes or patterns for attempting to answer 
them. This assumes that philosophical questions 
differ from scientific, historical, technological, 
informational, commonsensical, and many other 
kinds of questions we raise. The desired outcome of 
the course is to encourage the student, through 
recognizing and appreciating the philosophical 
thinking of others, to venture on his own philoso- 
phical thinking with greater confidence and 
sophistication. 



LPL 321 

History of Philosophy: Greek and Roman 

Prof. Peter Pav 



Fall Term 



Relevant for philosophy, history, science and 
classics, this course studies the rise of philosophy, 
600 BC - AD 100. Emphasis on natural philosophy; 
e.g., What is the world? Where did it come from? 
How do we know it? What is knowledge? What is 
philosophy? If these questions are meaningful, how 
can we answer them? We will study the Pre- 
Socratics, Sophists, Stoics, and Epicureans, and 
emphasize Plato and Aristotle. Most classes will be 
student-led seminars. Text: Copleston's History of 
Philosophy, Vol. I, and extensive collateral readings. 
Evaluation: Class participation (discussions and 
presentations), two take-home examinations, 
term-paper. Prerequisites: None. 



LPL 322 Spring Term 

History of Medieval and Renaissance 
Philosophy 

Prof. Keith Irwin 

The philosophy of the high middle ages represents 
one of the most impressive intellectural accomplish- 
ments of western man. An introduction to the medi- 
eval mind will be given through Dante's Divine 
Comedy, Tristan and Isolde, and the 
Abelard-Heloise love story. Major figures and issues 
next covered will be Augustine, Anselm and the 
career of the ontological argument, Thomas 
Aquinas, Duns Scotus, Ockham, and the renaissance 



philosophies of man. The primary thread running 
through the course will be the relation between faith 
and reason as avenues of truth. Philosophy in the 
Middle Ages and The Renaissance Philosophy of 

Man will be the main texts. Each student will be 
responsible for four short papers to be used in 
seminar discussions, and a final examination. No 
prerequisites, but not open to freshmen. 



LPL 341 

Existentialism and Nihilism 

Prof. Keith Irwin 



Fall Term 



Existentialist philosophies focus their attention on 
persons, rather than the cosmos or deity, on the 
individual person, and on the primacy in the 
individual of will or volition, over intellect or reason. 
To critics of existentialism, from the time of 
Nietzsche to the present, these emphases seem to be 
a breeding ground for nihilism, the renunciation of 
all values. From Barrett's Irrational Man, Novak's 
Experience of Nothingness, and primary source 
readings in the existentialist tradition from Kierke- 
gaard to Sartre, Heidegger, and Merleau-Ponty, the 
validity of this criticism will be explored. The 
relationship between existentialism and literature, 
art, 20th century political and social reality, and 
Marxism will be side issues. Paper assignments, an 
examination, and seminar participation will be the 
bases for evaluation. Not open to freshmen. 

No prerequisite. 

LPL 344 Module 111 

Alchemy 

Prof. Peter Pav 

Appropriate for philosophy, history, science, litera- 
ture, creative arts, religion, this seminar has three 
emphases: 1) Examination of alchemical theory, 
goals, and methods. 2) Study of the historical devel- 
opment of alchemy. 3) Investigation of alchemy's 
relation to 'normal' science, philosophy, religion, 
and occultism. After a few introductory lectures, 
students will present seminars on selected topics. 
Text: F. Sherwood Taylor's The Alchemists. Much 
use of collateral readings at students' discretion. 
Evaluation: Class participation (discussion and 
presentations), and term-paper. Prerequisites: None. 



LPL 345 
Symbolic Logic 

Prof. Peter Pav. 



Spring Term 



Appropriate for philosophy, mathematics, science, 
and social science, this course does not use logic as 
an inferential tool, but treats it as an object of study. 
Several variant forms of propositional and predicate 
logic will be axiomatically developed and analyzed, 
with emphasis on formal properties: derivability, 
completeness, analyticity, categoricity, consistency. 
A theoretically-oriented sequel to Logic and 
Language, LTR 185 PL. Prospective students 



(^ 



without an equivalent background should consult 
instructor about the possibility of beginning directly 
with Symbolic Logic. Text; Copi's Symbolic Logic, 
4th ed. Evaluation: Frequent homework exercises, 
and three examinations (open-book or take home). 
Prerequisites: None. 

For other philosophy courses see Creative Arts and 
Comparative Cultures Collegia. 



these will be discussed in class for analysis and 
trends. Midterm and final examinations are combin- 
ations of closed-book tests done in class and 
open-book tests done outside of class. There are no 
prerequisites. 

For other political science courses see Behavioral 
Science Collegium. 



POLITICAL SCIENCE 

LPO 121 Module I 

National Government and Politics in 
the United States 

Prof. Felix Rackow 

This course deals with the principles and practices of 
our system of government at the national level. It 
will examine such areas as the principles and 
development of the Constitution; the essential 
features, consequences, and implications of federal- 
ism; the nature, methods, and functions of political 
parties and pressure groups; the national political 
conventions and primaries; electoral problems and 
reform; voting behavior; the establishment and 
growth, functions, and powers of the presidency; 
strong and weak presidents; the legislative process; 
the judicial process; and problems of civil liberty. 
There are no prerequisites. 



LPO 221 
Civil Liberties 

Prof. Felix Rackow 



Module iV 



The purpose of this course is to analyze and discuss 
recent problems in civil liberty. These problems 
usually boil down to an examination of the age-old 
problem of "liberty versus authority." In other words 
(1) how far can the liberty of an individual be limited 
in order to protect the liberty of other individuals, 
and (2) how far can the liberty of individuals be 
limited in order that the group will be protected? 
This course will examine the interplay of politics, 
social and economic conditions, and the law in such 
problems as free speech, religion, racial discrimina- 
tion, loyalty, immigration, and fair governmental 
procedure. There are no prerequisites. 

LPO 321 Fall Term 

Constitutional Law I 

Prof. Felix Rackow 

This course examines those portions of the United 
States Constitution that deal with governmental 
structure, relationships, and power, including judi- 
cial review, separation of power, federalism, and 
selected powers of the national government. The 
approach utilized will be the study of cases. 
Students will read opinions of the Supreme Court; 



RELIGIOUS STUDIES 

LRE 111 [Modes of Learning] Module 1 

Varieties of Religion 

Prof. Stanley Chiesnut 

In this course we will develop and utilize the skills of 
analysis, description, and classification in our 
inquiry into such phenomena as vision, ecstasy, 
conversion, mysticism, spiritualism, occultism, 
altered states of consciousness, and healing. We 
begin with Western religious experience (Jewish, 
Roman Catholic, and Protestant traditions) and 
move on to some of the "new religions" — Western 
Zen, Theosophy, the Jesus people, TM, Scientology, 
UFOlogy, and others. The primary textbook is Robert 
S Ellwood, Jr , Religious and Spiritual Groups in 
Modern America; there will be additional readings. 
Guest speakers and visits to religious groups may 
also be scheduled. Evaluation will depend upon 
participation in class discussions and activities, short 
tests, reports, presentations, papers, or projects. 
There are no prerequisites. This course is strongly 
recommended for students planning upper-level 
study of Religion at Eckerd College. 



LRE 112 [Modes of Learning] 
Man's Search for Ultimate Reality 

Prof. Alan Carlsten 



Module II 



This course will be an inquiry into methods of the 
study of religious phenomena. It will deal with the 
interpretation and understanding of sacred writings, 
archaeological data and anthropological findings. 
The course will stress the phenomenological method 
of inquiry, which is a way of describing and analyz- 
ing religious phenomena while not evaluating such 
phenomena in terms of their truth value. Primitive as 
well as contemporary religions will be studies. The 
course will make extensive use of audio- visual 
resources. The significance of symbol, myth, and 
cultic action will be examined and evaluated. 
Students will develop skills in reading and interpret- 
ing sacred literature as well as in understanding 
archaeological data. They will learn to use second- 
ary sources, philological and comparative commen- 
taries, atlases, and scholarly journals. Texts include: 
Mirceae Eliade, Patterns in Comparative Religion; 
The Bible; Will Herberg, Protestant, Catholic, Jew; 
film; slides; audio tapes. There are no prerequisites. 



{45) 



LRE 113 [Modes of Learning] Module III 

Understanding the Bible 

Prof. Stanley Chesnut 

The principal aim of this course is to develop skills 
that will help students achieve an understanding of 
the Bible. We will employ the methodologies of 
literary analysis, historical criticism, and theological 
exegesis in studying such literary genres as poetry, 
history, prophecy, short story, parable, and epistle. 
We will consider the historical context of each 
literary work, as well as its oral and written traditions 
and history. Textual interpretation will be of 
paramount importance in working toward a 
constructive understanding of these sacred 
scriptures. The text is The New Oxford Annotated 
Bible. There will be supplementary readings, 
lectures, reports, and class discussions. Evaluation 
will be based upon total class participation, reports, 
brief writing assignments, and frequent short tests. 
There are no prerequisites. This course is strongly 
recommended for students planning upper-level 
study of the Bible or Religion at Eckerd College. 



LRE 221 
LRE 251 
Religion in America 

Prof. Alan Carlsten 



Spring Term 
Directed Study 



The study of religion in America is perhaps the most 
interesting phenomenon in all of religious history. 
Only in America have Christianity and Judaism 
assumed the unique forms which they manifest in 
that culture. There is much more than an ocean 
which separates the European Catholic and Protest- 
ant from their American counterparts. The same is 
true of the difference between the old world Jew and 
his fellow believer in America. There are many 
reasons for the unique style of Christianity and 
Judaism in America but the fundamental explanation 
would seem to be contained in the phrase, "the New 
Jerusalem." This was the Biblical paradigm for the 
transplanting of the Church in the new world. This 
course will analyze and evaluate the beliefs, 
behavior and institutions of religion in America 
thereby enabling students to appreciate the tremen- 
dous significance of religion in the American 
experience. Required reading: Sydney Ahlstrom, 
Religious History of the American People. 
Evaluation will be based upon three one-hour 
examinations, class participation and a brief paper. 
There are no prerequisites. 



LRE 241 Spring Term 

Christian Thought And Practice Through 
the Centuries 

Prof. Alan Carlsten 

This course will offer an intensive study of the 
beliefs, behavior patterns and institutional structures 
of the Christian Church throughout her twenty 



centuries of existence. Special attention will be 
given to the great theological debates, the develop- 
ment of the episcopacy and the problems of Church 
and State. The significance of the monastic move- 
ment and the tumultuous sixteenth century 
Reformation will be studied in depth. The course 
concludes with an assessment of post-Vatican II 
Christendom. Required reading: Kenneth S. 
Latourette, History of Christianity, Vols. I and 11. 
Evaluation will be based upon three one-hour 
examinations, class participation, and a brief paper. 
There are no prerequisites. 



LRE 254 [Directed Study] 
Introduction to the Old Testament 

Prof. Stanley Chesnut 

A thorough study of the history, literature, and 
religion of the Old Testament, with emphasis on the 
major books of the Hebrew Bible (in English). With 
the guidance of a detailed syllabus, students will 
encounter the Pentateuch, the History, the 
Prophets, and the Writings of the Old Testament in 
their historical contexts. Israelite religon and its 
development is a central feature of this course of 
study. In addition to the syllabus, students will read 
from The New Oxford Annotated Bible; Anderson, 
Understanding the Old Testament; and additional 
related works. There will be several brief writing 
assignments and a comprehensive examination. 
Evaluation will be based upon the written work and 
the examination. There are no prerequisites. This 
course is strongly recommended for students 
planning upper-level work in Bible at Eckerd 
College. 



LRE 255 [Directed Study] 
Introduction to the New Testament 

Prof. Stanley Chesnut 

Concentrating on the Gospels, this course includes a 
careful study of the life and teachings of Jesus, as 
well as reading of most of the New Testament 
literature. A syllabus is provided, and students will 
work through a plan of study designed to introduce 
the most important ideas and events of the Gospels, 
Acts, the letters of Paul, other letters, and the Book 
of Revelation. The origins and principles of early 
Christianity are a major focus of this course of study. 
Required reading assignments are in: The New 
Oxford Annotated Bible; Throckmorton (ed.). 
Gospel Parallels; and Kee, Young, Froehlich, Under- 
standing the New Testament. There will be several 
brief writing assignments and a comprehensive final 
examination. Evaluation will be based upon the 
written work and the examination. There are no 
prerequisites. This course is strongly recommended 
for students planning upper-level work in Bible at 
Eckerd College. 



^ 



LRE 256 [Directed Study] 
The Life and Teachings of Jesus 

Prof. Stanley Chesnut 

This course is a survey of the life and principal 
teachings of Jesus as recorded in the Gospels of the 
New Testament. Reading of the primary sources is of 
first importance, and the syllabus outline will lead 
the student through the essentials of Jesus' life and 
works in the four Gospels. The Galilean and Judean 
ministries, the Sermon on the Mount, parables and 
other sayings, and the final days in Jerusalem are 
highlights of this study. The textbook is Burton H. 
Throckmorton, Jr., (ed.) Gospel Parallels, with 
additional readings assigned for the Gospel of John 
and for background. The syllabus indicates 
suggested reading in secondary sources and topics 
for research papers. There will be a comprehensive 
final examination, with evaluation based upon this 
examination and the writing assignments. There are 
no prerequisites. 



LRE 257 [Directed Study] 
Archaeology and the Bible 

Prof. Stanley Chiesnut 

An introduction to Biblical archaeology, designed to 
acquaint the student with the methodology of 
historical inquiry through archaeology and the 
results of this inquiry for interpretation of the Bible. 
A syllabus of readings and research assignments 
provides guidance for the study of the development, 
field methods, discoveries, and interpretations in 
Biblical archaeology over the past century. Emphasis 
is upon the usefulness of this work for understanding 
the Bible. Textbooks are G. Ernest Wright, Biblical 
Archaeology, and The New Oxford Annotated Bible. 
A bibliography and supplementary readings are 
included in the syllabus, and students are expected 
to undertake several short writing assignments and a 
final examination. Evaluation will be based upon the 
written work and the examination. There are no 
prerequisites, but a general knowledge of the 
Biblical writings would be very helpful. 

LRE 321 Spring Term 

Jesus of Nazareth 

Prof. Stanley Chesnut 

Who is Jesus of Nazareth? A study of the four 
Gospels, plus the Jewish and Roman sources of the 
time, may answer the question and provide a better 
understanding of Jesus' place in Christianity and in 
Western culture. In this course we will seek to learn 
everything we possibly can about the life and 
teaching of Jesus. The texts are: Kee, Jesus in 
History; Bornkamm, Jesus of Nazareth; The New 
Oxford Annotated Bible; a variety of additional 
readings. The class will be conducted as a seminar, 
with students participating fully in discussions and 
presenting reports. Evaluation will be based on class 
participation, knowledge of material studied, ability 



to formulate and express concepts, and a major 
research project. Prerequisites: Previous academic 
study of religion, upper class standing. 

For other religious studies courses see Comparative 
Cultures Collegium. 

COLLEGIUM OF 
COMPARATIVE CULTURES 

COLLEGIUM COURSES 

CCM 131 Module III 

The Black Church in Retrospect 

Chaplain Moses Stith 

This course is designed as a brief historical survey of 
the development of the Black Church and its impact 
on American society from early slavery to recon- 
struction. It deals with the following issues: how the 
church developed during that period, what factors 
contributed to its development, what historical 
figures affected its development, the relationship of 
the Black church to the White church during this 
period, the impact of the church on the society of 
the period. Evaluation will be based on three short 
papers and an oral examination with the instructor. 
Selected readings will be required. There are no 
prerequisites for the course. 

CCM 336 Spring Term 

Methods of Teaching Languages 

Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop is eclectic, consisting of 
discussions on teaching methods, model demonstra- 
tions, and staff and student lesson presentations. 
The discussion will emphasize the modern methods 
of teaching pronunciation, grammar, vocabulary, 
the presentation of pattern practices, the construc- 
tion of tests, and the use of the language laboratory. 
Readings are from Valdman's Trends in Language 
Teaching and Lado's Language Testing. The methods 
discussed are also applicable to the teaching of 
English as a second language. Evaluation: class 
participation, presentation of lesson material, lab 
drills and follow-up testing. Participants are 
expected to develop their own styles and to test their 
assumptions and practices through presentations to 
the class. Prerequisite: instructor's approval. 

CVS 483 Fall Term 

Comparative Cultures Colloquium 

Prof. Dudley DeCroot 

Any tourist, camera and notebook at the ready, can 
collect large amounts of information concerning the 
cultures he visits. What he perceives and collects, 
however, will necessarily be sifted through the 
screen of his own enculturation, and his observa- 



{47) 



tions may contain a large amount of projection from 
his own value systems and cultural experiences. How 
can a person come to understand cultures other than 
his own from the inside out? How can we get at the 
Emic aspects of someone else's culture, the values, 
perceptions, feeling states and deeply rooted 
assumptions which are central to experiencing and 
understanding any culture? Through selected 
ethnographic material, films, poetry, participatory 
exercises and other learning experiences, this 
colloquium will explore the problems of getting into 
another culture. Selected readings and participation 
in a number of learning exercises will be required of 
all participants. Evaluation will be based upon 
individualized contracts between student and 
sponsoring professor. No prerequisites. 



CVS 485 



Spring Term 



Ideology and Social Change: China, )apan 
and the United States Compared 

Profs. Gilbert lohnston, Ashby Johnson 

How do systems of ideas, secular or religious, 
become ideologies and how do such systems 
influence changes that have already taken place in 
other areas of society? These will be among the 
principal guiding questions for the colloquium as it 
inquires into several distinctly different paths toward 
modernization and post-modern development as 
represented by China, Japan, and the U.S.A. 
Readings will probably include Bluhm, Ideologies 
and Attitudes; Langdon, Politics in Japan; and one 
additional text. Evaluation will be based on partici- 
pation in class discussion, three short papers, and 
one examination. No prerequisites. 

ANTHROPOLOGY 

CAN 202 Module III 

The Anthropological Experience 

Prof. Dudley DeCroot 

A multi-media investigation of the world of the 
anthropologist. Through slides, films, lectures, small 
group discussions, and elementary field experience, 
the student will come in contact with the concepts 
and viewpoints of contemporary anthropology and, 
hopefully, experience the world from an anthro- 
pological perspective. Slides, tapes, films, a basic 
textbook and artifacts will be assigned for consider- 
ation. Evaluation will be based upon individual 
contract basis. No prerequisites. 

CAN 208 Fall Term 

Human Sexuality 

Prof. Dudley DeCroot 

The bio-social nature of Human Sexuality will be 
studied, using an anthropological, cross-cultural 
perspective. While the biological aspects of human 
sexuality will be reviewed in depth, the major 
emphasis of the course will be an exploration of 



sexuality as symbolically invested behavior. The 
consequences to man of his symbolic investment of 
sexuality will be studied in their cultural, social and 
personal dimensions. Selected readings, field work 
projects, and small group interactions will be 
required in addition to participation in lecture/ 
discussion sessions. Evaluation will be based upon 
one examination and a series of analytic projects. No 
prerequisites. 

CAN 251/252 Directed Study 

The Endless Journey: An Introduction 
to Anthropology 

Prof. Dudley DeCroot 

This course is designed to introduce the student to 
the basic concepts, theoretical viewpoints, and 
research techniques of contemporary anthropology. 
The required reading and writing assignments will 
enable the student to become familiar with the 
anthropological perspective, and provide an oppor- 
tunity to apply that perspective through writing 
assignments. Evaluation will be based upon writing 
assignments submitted. Three textbooks are utilized 
in the course. 

CAN 330 Module IV 

Cultural Ecology 

Prof. Dudley DeCroot 

This course is an introduction to the method and 
theory of cultural ecology. This theoretical view- 
point was phrased for the discipline of anthropology 
by J.H. Steward in 1955. The last few years have seen 
the development of increasing interest in the 
relationships between environment and cultural 
systems. In this course there will be attention to 
presenting the basic ideas of cultural ecology with 
appropriate examples of the interrelatedness of 
environmental and cultural factors. The course will 
be organized on a lecture-seminar approach. Pigs for 
the Ancestors by Papaport; Environment and 
Cultural Behavior by A. P. Vayda will be assigned, 
and research will be emphasized. Evaluation will be 
based on two essay examinations, a final paper of 
good quality, and participation in seminars. Pre- 
requisite is an Introductory Anthropology course. 

For other anthropology courses see Bahavioral 
Science Collegium. 



AREA STUDIES 

CAS 282 

East Asian Area Studies 



Fall Term 



Profs. Stanley Chiesnut, Cilbert Johnston 

China and Japan, the two most influential centers of 
culture in East Asia, reveal themselves through their 
art and architecture, literature, customs, religious 
beliefs, and intellectual traditions. While political 



@ 



events and trade relations draw our attention to the 
East, it is often some distinctive aspect of culture or 
some scarcely definable quality of life that 
fascinates us and wins our admiration. This course 
attempts to go behind the surface events to examine 
the more enduring features of these two Asian 
societies. Readings will include Kno Ping-chia, 
China, and E.O. Reischauer, The Story of a Nation. 
Classroom lectures will be supplemented by films, 
slides, demonstrations, and special sessions with 
visiting guests. Evaluation will be based on regular 
participation, interest group involvement, two 
papers or projects, and tests on each of the two 
areas. Prerequisite: sophomore standing or higher. 

CAS 283 Fall Term 

Soviet Area Studies 

Profs. William Parsons, Ashby Johnson, 
Vivian Parsons 

This area studies course traces the historical back- 
ground and evolution of contemporary Soviet 
institutions and introduces the students to the 
present realities of Soviet life. In addition to a 
general overview, students will have the opportunity 
to examine specific problems of Soviet Studies by 
selecting two workshops, such as the following: 
1) Russian and Soviet music; 2) The Russian 
Religious Tradition; 3) The Land and the People of 
the Soviet Union; and 4) The Soviet Marxist 
tradition. Prerequisite: sophomore standing or 
higher. 

CAS 284 Module III 

French Area Studies 

Profs. Henry Cenz, Rejane Cenz 

This course is designed to be an introductory study 
of modern France with an emphasis on the post 
World War II period. Both village and urban life will 
be examined from the point of view of the distin- 
guishing characteristics of the French people, their 
institutions, traditions, customs, values, literature, 
art and music. There will be lectures, discussions, 
films and workshops. This course will serve as one of 
the Area Studies courses required of all students for 
graduation. About five or six works plus films will be 
used. Evaluation will be based on class discussions, 
tests, paper or special project, and final examina- 
tion. Prerequisite: sophomore standing or higher. 

CAS 285 Module III 

German Area Studies 

Prof. Mary Paidosh, Staff 

What is it like to live in a divided country between 
the super-powers of East and West? Are Germans 



really a "Wurst und Bier" people. Do they still cause 
fear and trembling in other European nations? This 
course is a comparative study of East and West 
Germany since the Second World War. The staff and 
guest lecturers will discuss the significance of socio- 
political history, cultural and intellectual heritage, 
and the arts and literature to the life of the East and 
West German citizen. What things make them 
different and what things do they share in common? 
Consideration is also given to the German ethnic 
contribution to the progress of America. Slides and 
films supplement discussions, and students will 
participate in workshops on special topics of 
German life. Evaluation: workshop participation, 
reports, a major research project, and a final exam. 
Students will read selections from Heidenheimer's 
The Governments of Germany, These Strange 
German Ways from plays by Bertolt Brecht, and 
short stories by East and West writers. Prerequisite: 
sophomore standing or higher. 

CAS 286 Module IV 

Cultures of Africa 

Profs, loan Barnett, Staff 

What did it mean to be an African in the past? What 
does it mean today? The class will study the 
geography and topography of Africa and later focus 
on those cultural patterns (politics, economics, 
language, modes of adaptation for survival in the 
modern world) most characteristic of the indigenous 
populations of sub-Saharan Africa. Comparisons of 
the different cultural heritages for selected societies 
will be emphasized. We shall aim for - through 
readings, films, and presentations by guest lecturers 
with firsthand knowledge of Africa - accurate 
representation of African peoples,keeping in mind 
the interesting diversities and similarities found 
throughout the continent. A variety of reading 
materials will be used. Students will be required to 
take mid-term and final examinations as well as write 
a short research paper. There are no prerequisites. 

CAS 287 Module I 

Spanish Area Studies 

Prof. Pedro Trakas, Staff 

This course will acquaint students with many aspects 
of Spain, both past and present. This will be 
accomplished by a considerable variety of lectures, 
discussions, films, and workshops. Each week there 
will be: (1) a lecture, (2) the discussion of a book, 
(3) a movie or two, (4) another discussion of another 
book, and (5) a workshop. By the last day of classes, 
each student will submit an 8-10 page paper on some 
aspect of Spanish culture approved by the staff. 
There will also be a final examination. For 



(^ 



discussions, the required reading list will consist of 
six important books which reflect the most represen- 
tative characteristics of Spain (see instructor for list). 
For workshops, shorter supplementary reading 
assignments will be made. Prerequisites: sophomore 
status or above. 

FRENCH 

CFR 110 [Modes of Learning] Fall Term 

CFR 102 Spring Term 

Elementary French Through Film 

Prof. Henry Cenz 

Through the extensive use of films, this course is 
designed to give the student a basic facility in four 
skills; listening comprehension, speaking, reading, 
and writing. In addition to regular class sessions, 
there will be listening and speaking practice in the 
laboratory. Films which are integrated with the text- 
book will be used throughout the course. Attention 
will also be given to methods and techniques used in 
language learning. Textbook: Je Parle Francais by 
Rosselot, Brown, Maes and Wilgocki (second 
edition). Evaluation will be based on bi-weekly tests, 
final examination, class participation. No prerequi- 
sites for CFR 110; prerequisite for CFR 102 is 
CFR 110 or equivalent. 



CFR 201 Fall Term 

CFR 202 Module IV 

Intermediate French 

Prof. Henry Cenz 

Reading of short stories, essays, novel excerpts,by 
outstanding writers; grammar review; lab practice; 
films; emphasis on the simultaneous development of 
the four language skills: speaking, oral compre- 
hension, reading, and writing. Reading list: French 
Prose: An Intermediate Reader by Galpin and 
Milligan. Intermediate Conversational French, Third 
Edition, by Harris & Leveque with accompanying lab 
manual. Work to be submitted for evaluation: 
bi-weekly tests, final exams, outside project. Pre- 
requisite: for CFR 201, two courses of college 
French or two years of high school French; CFR 201 
or equivalent is a prerequisite for CFR 202. 

CFR 432 Fall Term 

Classical Theatre 

Prof. Henry Cenz 

Study of plays of Corneille, Racine and Moliere. 
Explication de textes; oral and written reports. 
Offered in French. Materials to be used: plays of 
Corneille, Racine and Moliere in paperback. Work to 
be submitted for evaluation: final exam; term paper; 
oral reports. Prerequisites: 18 semester hours of 
college French or equivalent. 

For other French courses see Letters Collegium. 



GEOGRAPHY 



CGE 290 Independent Study 

Geography 

Prof. Dudley DeCroot 

This course is designed to introduce the student to 
the basic concepts, theories and substantive 
material of the field of modern geography. The 
relationship between material environment and 
man's culture systems will be examined. Intro- 
duction to Geography by Murphy will be utilized as 
the basic text, along with a number of maps. 
Evaluation will be based upon completion of a series 
of exercises, required map work and periodic oral 
discussions of the material with the sponsoring 
professor. No prerequisite. 



CGE 390 Independent Study 

World Regional Geography 

Prof. Dudley DeCroot 

This course is designed to study the relationship of 
the activities of man to his natural environment on a 
world wide basis. The relationship between such 
geographic variables as soils, land forms, climate, 
vegetables and minerals, and the cultural systems of 
different areas of the world will be explored. 
Regional Geography of the World edited by 
Wheeler, Kostbade, and Thoman will be the basic 
text. Evaluation will be based upon completion of a 
series of short "problem papers", periodic 
discussions with the sponsoring professor, and a 
final oral examination. No prerequisite. 



GERMAN 



CGR 
CGR 



110 [Modes of Learning] 
102 



Fall Term 
Spring Term 



German Conversation Through Film, I, II 

Prof. Mary Paidosti 

This elementary German course presents the 
language through the famous series of video-taped 
films entitled Guten Tag. The instructor introduces 
grammar and vocabulary in situations which are 
then reinforced by the films and selected slide 
presentations. Patterns and grammatical analysis in 
the course should enable the student to use the 
language in a German-speaking country and to 
pursue more advanced study of the language and 
literature. Evaluation: regular attendance, quizzes, 
oral and written reports, and group slide presenta- 
tions in German. Prerequisite for CGR 110, none; 
prerequisite for CGR 102 is CGR 110 or the 
equivalent. 



@1 



CGR 151 
Programmed German 

Prof. Kenneth Keeton 



Directed Study 



A programmed course which allows the good 
student (good in the sense of language aptitude) to 
move at his own pace. Content involves both 
grammar and speech Text and tapes: Programmed 
German, edited by K. Keeton. Work to be submitted 
for evaluation: weekly quizzes; final oral and written 
exam. No prerequisite. 



CGR 201 

German Conversation Through Film, III 

Prof. Mary Paidosh 



Fall Term 



Spring Term 



CGR 202 

German Conversation Through Film, IV 

Prof. Kennetti Keeton 

This program consists of 26 filmed episodes. It 
provides the basis for a structural study of the 
language and continued development of basic skills 
through the active use of German in class discussion. 
The films, which were produced in Germany, offer a 
valuable introduction to German culture and 
life-styles, in addition to native language models. 
Evaluation: regular class participation, oral and 
written assignments, and quizzes Prerequisites: 
CGR 110-102 or the equivalent for CGR 201; 
CGR 201 for CGR 202. 

CGR 301 Fall Term 

Introduction to German Literature 

Prof. Mary Paidost) 

CGR 302 Spring Term 

Introduction to German Literature 

Prof. Kenneth Keeton 

This course is a survey of German literature from its 
beginning to the present day. Emphasis is given to 
major literary movements, important writers of these 
movements, their method of stylistics and typical 
works which are a reflection of the age. Students are 
asked to develop a critical understanding of the 
development of literary stylistics and genre. 
Evaluation: class participation, written and oral 
reports, and a research paper. Prerequisites: for 
CGR 301, CGR 202 or the equivalent; for CGR 302, 
CGR 301 



CGR/CLI 305 



Spring Term 



Beauty and the Beast: A Study of Sex Roles 
in German Literature 

Prof. Kenneth Keeton 

The course will examine the male-female preroga- 
tives as they have come to be defined and are 
portrayed in German literature. What are the manly 
and the feminine virtues? What caused the change 



in women from active equality, even superiority, in 
human affairs to one of passive inferiority? What are 
contributing factors to the enormous, but enervating 
veneration of women in German culture? The course 
will survey German literature from the age of chival- 
ry to the present day. Readings will be assigned. 
Evaluation will be based on class discussions and 
preparation, written book reports, and a term paper. 
Prerequisites: none for students reading in trans- 
lation; advanced level proficiency for students of 
German. 



CGR 351 
German Phonetics 

Prof. Kenneth Keeton 



Directed Study 



This is directed study through text and tapes by 
native speakers. Students learn phonetic alphabet, 
speech patterning, and inflection of High German 
through written and oral example. The final exam 
consists of both oral and written transcription from 
Roman script to phonetics and from phonetic to 
Roman. This course is required of future teachers of 
German. W. Kuhlmann, German Pronunciation, 
translated and edited by D. Nichols and K. Keeton, 
will be the text. 



CGR/CLI 352 

Life and Works of Franz Kafka 

Prof. Kenneth Keeton 



Directed Study 



This directed study includes the major short stories, 
the three novels, and the two volumes of diaries of 
Franz Kafka. Additional reading includes biographi- 
cal material and selective critical readings. The 
course may be taken in either German or English. 
Weekly discussions are recommended though the 
syllabus contains assignments that may be submitted 
in writing. These weekly assignments plus a major 
term paper determine the grade. There are no pre- 
requisites for English; German students should have 
advanced standing. 



CGR/CLI 401 Fall Term 

Postwar East and West German Literature 

Prof. Mary Paidosh 

The course is a contrastive study of major authors in 
the BRD and DDR. Emphasis is on the socio- 
political history of both countries which plays a 
significant role in the concept of the hero in postwar 
literature. Students will read works by Boll, Grass, 
Weiss, Johnson, Handke, Bobrowski, Wolff, 
Seghers, Plennsdorf, Mueller, and Biermann. 
Students will be evaluated on class discussions, oral 
reports, and a major research paper. Prerequisite: 
two years of college German (German 202 or 
instructor's approval. No prerequisite for non- 
German majors. 



(^ 



HISTORY 

CHI 141 

Revolutions in the Modern World 

Prof. William Parsons 



Module IV 



This course examines the phenomenon of revolution 
in the modern world. We will begin with a close look 
at the French Revolution and the Russian Revolu- 
tion, and then we will turn our attention to several 
other twentieth century revolutions. Consideration 
will be given to "anatomy of revolution," to ages of 
revolution, and to revolutions as unique and idio- 
graphic phenomena. Evaluation will be based on 
short papers, participation in discussion, an exam. 
Required reading will be announced. There are no 
prerequisites. 

CHI 142 Fall Term 

Europe in Transition: 1492-1848 

Prof. William Parsons 

Emphasis in this course will be placed on the follow- 
ing topics within this chronological framework: 
1) The Age of Exploration and the Expansion of 
Europe, 2) The Protestant Revolution, 3) The 
Scientific and Intellectual Revolutions, 4) Europe in 
the Age of Democratic and Industrial Revolution. 
Reading list available later. Written work to be 
submitted for evaluation; no prerequisites. 



CHI 243 

Cultural History of Russia 

Prof. William Parsons 



Spring Term 



An examination of a succession of cultural epochs in 
Russian history, beginning with a brief look at the 
Kievan and the Muscovite Russia, and then studying 
Russian culture as part of the Europeanization 
process initiated by Peter the Great and his 
successors. The Golden Age of Russian culture in the 
nineteenth century will be examined. Finally, 
revolutionary culture and Soviet attitudes toward 
culture following the revolution will be studied. 
Textbooks, films, primary source materials, 
illustrated lectures will be used. The reading list will 
be available later. Course will include films and 
illustrated lectures. Evaluation; several short papers; 
final exam. No prerequisite, but open to freshmen, 
only with the permission of instructor. 

CHI 251 Directed Study 

Japanese Cultural History 

Prof. Gilbert Johnston 

This is a general introduction to Japanese culture 
using an historical approach and going into con- 
siderably more detail than is possible in East Asian 
Area Studies. Different aspects of the culture, 
including art, religion, literature, dominant values, 
and political structures, will be included. The course 
has the two-fold purpose of helping one come to an 



understanding of )apan and the Japanese as they are 
today and, at the same time, foster appreciation for 
unique values and cultural patterns of the past. 
Extensive bibliographical suggestions are provided 
with the course outline. The course is designed to be 
done on a semester basis and involves a series of 
brief bi-weekly papers and a longer paper or 
examination at the end. CAS 282 is recommended as 
a prerequisite. 

For other history courses see Letters Collegium. 



JAPANESE 



Directed Study 



CJA 151/152 
Beginning Japanese I, II 

Prof. Gilbert Johnston 

This course makes use of taped dialogues and drills 
to guide the beginning student through imitation of 
native speakers. Memorization of typical sentence 
patterns and brief dialogues will be supplemented by 
weekly drill and testing sessions. The text is: Jorden, 
Eleanor H Beginning Japanese, Parts 1 and 2, Yale 
University Press, 1963. Evaluation will be based on 
progress made in the seven scheduled conferences; 
and there will be two exams, oral and written. There 
is no prerequisite. 

LITERATURE 

CLI/CGR 305 Spring Term 

Beauty and the Beast: A Study of Sex Roles 
in German Literature 

Prof. Kenneth Keeton 

For description see CCR/CLI 305 under German. 

CLI/LLI 334 Spring Term 

Twentieth Century European Fiction 

Prof. Howard Carter 

For description see Letters Collegium, LL! 334. 



CLI/CGR 352 
Franz Kafka 



Directed Study 



Prof. Kenneth Keeton 

For description see CGR/CLI 352 under German. 

CLI/CGR 401 Fall Term 

Postwar East and West German Literature 

Prof. Mary Paidosh 

For description see CGR/CLI 401 under German. 

CLI/CSP 451/452 Directed Study 

The Artistry of Federico Garcia Lorca, 1,11 

Prof. Pedro Trakas 

For description see CSP/CLI 451/452 under 
Spanish. 

For other literature courses see Creative Arts and 
Letters Collegia. 



(^ 



PHILOSOPHY 

CPL 151/152 Directed Study 

Ethics I, II 

Prof. Ashby lohnson 

The program is designed as an introduction to 
systems of moral philosophy. Readings are drawn 
from primary sources and from commentaries. An 
extensive bibliography is provided in the syllabus, 
but the two texts referred to most extensively are 
Reason and Goodness by Brand Blanchard, and A 
Critical Introduction To Ethics by Philip Wheel- 
wright. The syllabus provides study guides for the 
materials of the course. Three major papers and a 
written examination furnish the basis for evaluation. 
Although there are no prerequisites, some back- 
ground in philosophy is desirable. 

CPL 244 Fall Term 

Social and Political Philosophy 

Prof. Ashby lohnson 

The purpose of the course is to develop a familiarity 
with the major theories of civil order which have 
been influential in Western Europe and America. 
Contemporary political theory is examined in the 
light of classical tradition and historical movements. 
The two primary texts are Somerville and Santoni, 
Social and Political Philosophy (selected readings) 
and William T. Bluhm, Theories of the Political 
System. Evaluation is based on class participation, 
two tests, one term paper, and an examination. 
Prerequisite: none. 

CPL 245 Module III 

American Philosophy 

Prof. Ashby lohnson 

The most distinctive philosophical movements in 
America, Pragmatism and Process Philosophy, 
developed in the first half of the twentieth century. 
These movements receive primary attention in the 
course. Basic readings are from Max Eisch, Classical 
American Philosophers and Alfred North Whitehead, 
Process and Reality. Dialogue, a series of brief 
papers, and an examination provide the basis for 
evaluation. No prerequisites. 

Eor other philosophy courses see Creative Arts and 
Letters Collegia. 



RELIGIOUS STUDIES 

CRE 113 [Modes of Learning] Module IV 

Religion in Non-Western Cultures 

Prof. Gilbert lohnston 

Viewing religion as a fundamental aspect of all 
major cultures, this course seeks to cultivate those 
skills of perception, judgment, and communication 



that are useful for understanding religious phenome- 
na. Illustrative material will be taken from the 
beliefs, practices, and symbolic imagery of Asian 
and African religions. Readings will include 
Kitagawa, Religions of the East; and Mbiti, African 
Religions and Philosophies. Students will learn 
through practice situations, role playing, and critical 
discussion. Oral and written reports will be sub- 
mitted occasionally, as well as one longer paper. No 
prerequisite. 



CRE 241 

The Hindu Tradition 

Prof. Gilbert lohnston 



Module II 



For an American with a Christian or Jewish back- 
ground, the study of Hinduism opens up surprisingly 
new ways of thinking about religion. Alike in the 
ancient hymns of the Rig Veda, the subtle teachings 
of the Upanishads, and the earnest moral searching 
of the Bhagavad Gita,a distinctive Indian spirituality 
probes beyond life, death, time, space, good and 
evil to find an underlying, timeless reality. This 
course will involve reading and discussing some of 
the basic texts in which the Hindu outlook finds 
expression while tracing its influence on various 
aspects of traditional Indian society, such as family 
life and customs, caste regulations, occupations, 
government, and systems of thought. Students will 
be expected to keep a journal, write a reflective 
book review, and submit one paper or an approved 
project. In addition to the above-mentioned classical 
texts, Hopkins, The Hindu Religious Tradition and 
parts of Basham, The Wonder That Was India, will 
be required reading. No prerequisite. 



CRE 242 Module III 

The Buddhist Tradition 

Prof. Gilbert lohnston 

Like Christianity in the West, Buddhism in the East 
cuts across national boundaries and brings its 
distinctive influence to bear on all the cultures it 
encounters. This course will explore the meaning of 
Gautama's enlightenment and the nature of the 
Noble Eight-fold Path, tracing the development of 
Buddhist ideas and practices as they spread from 
India to the various countries of South and East Asia. 
Readings will include DeBary, ed.. The Buddhist 
Tradition; Rahula, What the Buddha Taught; Conze, 
Buddhism: Its Essence and Development, and 
Robinson, The Buddhist Religion. Students will be 
expected to write two short papers: one, a 
comparative study, and the other, an inquiry into 
the meaning of a primary source. There will be two 
tests and one longer exam. No prerequisite. 

For other religious studies courses see Letters 
Collegium. 



(^ 



RUSSIAN 

CRU 110 [Modes of Learning] 
CRU 102 
Elementary Russian 

Prof. Vivian Parsons 



Fall Term 
Spring Term 



These courses offer intensive drill in understanding, 
speaking, reading, and writing grammatical and 
conversational patterns of modern Russian. There 
will be reading from simple Russian prose the latter 
part of the course. Textbooks and readers will be 
used. Evaluation will be based on written exercises 
and exams. No prerequisties for CRU 110; successful 
completion of CRU 1 10 or its equivalent is pre- 
requisite for CRU 102. 



CRU 201 
Intermediate Russian 

Prof. William Parsons 



Fall Term 



This is a course in review and completion of basic 
Russian grammar, and continued work on conversa- 
tional skills. Textbooks and readers will be used. 
Work to be submitted for evaluation; written 
exercises, exams. Prerequisite; Completion of 
Beginning Russian, (CRU 110-102). 



CRU 202 
Readings in Russian 

Prof. Vivian Parsons 



Spring Term 



This course offers the student rapid acquisition of 
vocabulary through extensive readings in Russian in 
the general area of the student's primary academic 
interest, and continued review of grammar and 
conversational skills. Textbooks and readers will be 
used. Work to be submitted for evaluation; written 
exercises; exams. Prerequisite; completion of 
Intermediate Russian. 



CRU 302 

Daily Life in Soviet Society 

Profs. William, Vivian Parsons 



Fall Term 



This course examines the daily life of the Soviet 
citizen as expressed in such institutions as the 
family, education, and youth organizations, 
economic pursuits, mass media, leisure activities, 
etc. Readings will include articles from current 
Soviet periodicals such as Pravda and Sputnik. 
Students will also have the opportunity to pursue in 
greater depth a project in their special field of 
interest. Prerequisite; Completion of two years of 
college Russian. 



SPANISH 

CSP 110 [Modes of Learning] Fall Term 

CSP 102 Spring Term 

Beginning Spanish I, II 

Prof. Frank Figueroa 

Intensive drill in understanding, speaking and writ- 
ing Spanish. Vocabulary is presented through 
dialogues and varied exercises. Short speeches once 
a week A thorough study of grammar plus pattern 
drills. Independent laboratory practice in addition to 
two weekly scheduled laboratory classes. At the end 
of the week there is a review and test based on the 
entire week's work. This course is recommended for 
those contemplating a Latin American or Spanish 
Area Studies major or a Spanish language major. 
Textbook by Barton and Tyler, Beginning Spanish 
Course, will be used. Weekly written tests, midterm 
and final examinations are to be submitted for 
evaluation. Prerequisites; none for CSP 110; for 
CSP 102, Beginning Spanish (CSP 110) or 
equivalent. 



CSP 110 [Modes of Learning] 

CSP 102 

Beginning Spanish, I, II 

Prof. Pedro Trakas 



Module III 
Module IV 



These courses offer intensive drill in understanding, 
speaking, and writing Spanish. Vocabulary is pre- 
sented through dialogues and varied exercises. There 
will be short speeches once a week, and independ- 
ent laboratory practice in addition to two weekly 
scheduled laboratory classes. At the end of each 
week, there will be a review and test based on the 
entire week's work Prerequisites; none for CSP 110; 
successful completion of CSP 110 is prerequisite for 
CSP 102. 



CSP 201 
Intermediate Spanish 

Prof. Pedro Trakas 



Fall Term 



This course is a continuation of CSP 110-102. The 
entire semester is spent in intensive review of gram- 
mar. The presentation of grammar with correspond- 
ing pattern drills is very thorough. Weekly speeches, 
typically based on social problems or items of 
current concern, are required. Independent labora- 
tory practice on a weekly basis is required. Student 
evaluation is based on the weekly speeches and 
written tests, a mid-term written exam and a final 
exam, both written and oral. The text used is Hansen 
& Wilkins' Espanol a lo vivo. Prerequisite; 
CSP 110-102 or its equivalent, such as two years of 
Spanish in senior high school, to be approved by the 
instructor. 



(54) 



CSP 202 Spring Term 

Intermediate Spanish 

Prof. Pedro Trakas 

An introduction to literature to be used as a basis for 
improvement in understanding, speaking, reading, 
and writing Spanish. Texts will include a book of 
short stories, one play, and a novel. Student 
evaluation will be based on weekly tests, a mid-term 
exam, a final exam, and laboratory participation. 
Prerequisite: successful completion of CSP 201 or its 
equivalent. 

CSP 301 Module II 

CSP 302 Module III 

Advanced Spanish I, II 

Prof. Frank Figueroa 

Exegesis, analysis and evaluation of literary texts 
with attention to language and literary history. 
Reading list for CCU 315 SP: Jimenez, Juan Ramon. 
Platero y yo; Garcia Lorca, Federico. Bodas de 
sangre; Perez Caldos, Benito Marianela; Sabato, 
Ernesto. El tunel. Reading list for CCU 316 SP: 
Asturias, Miguel Angel. El senor presidente; 
Cardona, Rodolfo (ed.). Novelistas espanoles de 
hoy;Laforet, Carmen. Nada. Class participation and 
short written assignments as well as a midterm and 
final examination will constitute the major part of 
the evaluation of students. Prerequisite: successful 
completion of second-year level course in college 
Spanish or its equivalent in high school. 



CSP 401 

The Modern Spanish Novel 

Prof. Pedro Trakas 



Spring Term 



A study of the most representative novelists from the 
Generacion del '98 to the present. The student will 
become acquainted with nine of the best novelists of 
this period by reading one novel by each author (see 
instructor for list). One research paper, properly 
documented, on a topic mutually agreed upon by 
the student and the mstructor is required. This paper 
is to be no less than 15 typewritten pages in Spanish. 
A mid-term and final examination is also part of the 
evaluation process. Prerequisite: successful com- 
pletion of CSP 302 (or its equivalent) or by special 
permission from any member of the Spanish section. 



CSP 406 
Cervantes 

Prof. Pedro Trakas 



Fall Term 



A thorough study of the life and works of Miguel de 
Cervantes, with special emphasis on the critical 
analysis of Don Quijote. Students will also be 
required to read one of Cervantes' Novelas 
ejemplares. A short written report in Spanish on the 
latter will be assigned. An important part of the 
course will be a term paper in Spanish from 15-25 
pages in length on some important aspect of Don 



Quijote. The topic must be approved by the 
professor. There will also be a mid-term exam. The 
text is Miguel de Cervantes' Don Quijote de la 
Mancha. Prerequisites: CSP 301-302 or its 
equivalent. Exceptional cases of students who have 
only completed CSP 201-202 (or its equivalent) will 
be considered. 

CSP/CLI 451/452 Directed Study 

The Artistry of Federico Garcia Lorca I, 11 

Prof. Pedro Trakas 

This project will study and analyze art forms engag- 
ed in by Lorca, with reading of his major literary 
works. Each student will write a term paper on some 
aspect of Lorca's artistry. The works read and the 
term paper will be in Spanish for students who have 
successfully completed Intermediate Spanish or its 
equivalent. They will be in English for students who 
have had less or no Spanish. 

For other Literature courses please see Creative Arts 
and Letters Collegia. 



SWEDISH 

LSW 151 
Swedish I 

Prof. Alan Carlsten 



Directed Study 



This course offers intensive drill in understanding, 
speaking, reading, and writing of Swedish. A taped 
program of 40 lessons prepared by the Swedish 
government forms the basis of the course. Textbooks 
which accompany the tapes are also prepared by the 
Swedish government. Material to be used: Radio 
Sweden Taped Program and texts: Walter Johnson, 
Beginning Swedish. Work to be submitted for 
evaluation will consist of quizzes and a final 
examination (both written and oral). 



LSW 251 
Swedish II 

Prof. Alan Carlsten 



Directed Study 



This course offers advanced Swedish grammar and 
writing. There will be continuous drill in understand- 
ing and speaking as well. Recorded broadcasts of 
Radio Sweden will be used in laboratory work. 
Selected short stories will provide skill in reading. 
Materials to be used: Martin Soderback, Advanced 
Spoken Swedish; Radio Sweden taped broadcasts. 
Evaluation will consist of quizzes and an oral and 
written final exam. Prerequisite: Swedish I. 



LSW 351 
Swedish III 

Prof. Alan Carlsten 



Directed Study 



This course offers intensive study of Swedish literary 
figures. Selma Lagerlof, Strindberg, Lagerkvist, and 
Bergman will be read in Swedish. Stockholm's 



(^ 



Dagens Nyheter (Sunday edition) will be read also. 
Conversation and writing skills will be emphasized. 
Materials to be used: Par Lagerkvist, Barabbas; 
Bodelin: Ahsuerus. Selma Lagerlof, Jerusalem; I 
Dalarna; August Strindberg, Sammolta Skrifter. 
Evaluation will be based on papers and examination. 
Prerequisite: Swedish II. 

COLLEGIUM OF 
BEHAVIORAL SCIENCE 

COLLEGIUM COURSES 



BCM 260 
Statistical Methods 

Prof, lack Williams 



Module I, Module III 



This course introduces the principles of descriptive 
and inferential statistics. It has two fundamental 
goals: (a) to develop in each student an intuitive 
understanding of basic statistical principles and 
(b) to teach each student how to apply statistical 
principles and techniques to real life situations in a 
reasoned and relatively sophisticated fashion. One 
text will be required. Evaluation will be based on 
weekly quizzes and homework. No mathematical 
preparation beyond algebra is assumed. Prerequi- 
sites is a behavioral science modes of learning 
course or Sophomore, Junior, or Senior status. This 
course (or its equivalent) is required for all students 
with concentrations in the behavioral sciences. 



BCM 360 
Research Design 

Prof. Bill Winston 



Fall Term 



The purpose of research is to discover answers to 
questions through the application of scientific 
procedures. These procedures have been developed 
in order to increase the likelihood that the informa- 
tion gathered will be as relevant, reliable and 
unbiased as possible. The purpose of this course, 
then, is (1) to show how the principles of scientific 
method apply to social sciences; and (2) to give the 
beginning student an elementary command over the 
techniques being used in modern research. 
Evaluation will be based upon two tests, a final 
examination, intermittent assignments, and class 
participation. Prerequisites are an introductory 
course in any of the behavioral sciences and a basic 
statistics course. 



BVS 361 

Colloquium in Social Psychology 

Prof. Ted Dennbroski 



Fall Term 



For some time many topics of popular concern have 
been explored scientifically in the field of social 
psychology. But much of the research in social 
psychology typically has not been directly applied to 
real-life problems. This course is designed to 



acquaint the student both with basic methodological 
procedures in social psychology and with subject 
matter of current interest in which sophisticated 
research has been conducted. Such topics as 
aggression, persuasion, prejudice, inter-personal 
attraction, and conformity will be examined in an 
attempt to understand the forces that affect such 
social behavior. Special attention will be devoted to 
examining ethical and human value considerations 
in the work. Tentatively, two or three books will be 
required. Evaluation will be based upon examina- 
tions, class participation, and a research paper. 
Prerequisite is an introductory course in psychology. 



BVS 364 

Deviance and Disorganization 

Staff 



Module I 



This course examines the social sources of deviance 
and disorganization. It focuses on the alternative 
value systems that underlie what the determinant 
elements of a society label as deviant or disorganiz- 
ed. Major theories and research in both individual 
and societal deviance/disorganization will be 
examined. Issues of value consensus, value conflict, 
and individual-society rehabilitation will be 
discussed. The course will emphasize the viability of 
alternative value systems in coping with a dominant 
social structure and seriously question the univer- 
sality of presently prevailing norms of prosocial 
behaviors and social systems. A sociology text in 
deviance and disorganization will be required 
reading, along with selected research journal 
articles. Students will take two exams and write a 
term paper stemming from a combined primary- 
secondary research effort during the course. The 
introductory courses in sociology and psychology 
are recommended preparation. 



BVS 367 

Managerial Theory and Practice 

Prof. Sandra Wilson 



Module III 



The emphasis of this course will be in the realm of 
values in managerial decision making The class will 
begin with an analysis of categories of values and 
processes used to sustain and define values in 
different categories. There will be discussions of 
practical problems where decisions involve diverse 
values. There will be an effort made to relate 
abstractions such as "truth" and "justice" to compe- 
tition and pluralism. The main thrust of the course is 
to assess the role of the individual in organizational 
and interorganizational relationships from the 
perspective of personal and institutional values. 
Texts: Kolasa, Responsibility in Business: Issues and 
Problems; Walton, Ethos and the Executive: Values 
in Managerial Decision Making. A selected biblio- 
graphy will be available also. Evaluation will be 
based on class participation, intermittent quizzes, 
and a comprehensive final examination. This course 
is limited to students with Junior and Senior class 
standing. 



(^ 



BVS 460 Module IV 

Public Policy 

Prof. Marvin Bentley 

This course is designed for students who want to 
relate their academic work to contemporary public 
policy questions. For example, the areas of criminal 
justice, public health, and public education may be 
studied. Students will be asked to analyze the 
economic, political and psychological aspects 
related to these areas and to identify any trade-offs 
in basic values that may exist. Finally, students will 
be asked to make a formal public policy proposal for 
their area of primary interest. As much as possible I 
would like to retain the format of a working seminar. 
Students will prepare formal papers and present 
these papers to the entire class for discussion. The 
course will not require a text. A list of paperbacks 
will be read. Prerequisite is Junior or Senior standing. 



BVS 462 

Colloquium in Social Policy 

Prof. Bill Winston 



Spring Term 



Since the end of the Middle Ages, the developing 
nation-states of Western Europe have been 
confronted with the problem of poverty. Previously, 
this had been a matter of only local concern. With 
the emergence of national states and national econ- 
omics, the problem of what to do with the poor 
necessarily became a matter of national signifi- 
cance. This course will attempt to trace various 
aspects of American and English forms of social 
policies and how they have developed over time. 
Evaluation will be based upon two one-hour tests, a 
final exam, and class participation. There is one 
required text: Poor Law to Poverty Program by 
Samuel Mencher. Open to all Junior and Senior 
students. 



BVS 463 

Modernization in Third World Nations 

Profs, loan Barnett, Timothy Gamelin 



Module II 



Within most African, Asian, and Latin American 
countries a great effort is being made to avoid the 
excesses of a Western style industrialization which 
threatens to overwhelm traditional values. This 
course examines modernization from an 
interdisciplinary perspective, focusing especially 
upon the struggle to preserve, adapt, or replace 
traditional values. Special emphasis will be placed 
on those former British colonies in South Asia (India 
and Sri Lanka), East Africa (Kenya and Uganda) and 
West Africa (Ghana and Nigeria) with which the 
instructors have had experience. Class sessions will 
include lectures, discussions, slides, films, and 
simulations dealing with modernizing nations. 
Required reading will be varied, including novels 
and social science research articles. Evaluation will 
be based on written examinations and on partici- 
pation in classroom activities. No prerequisites. 



BVS 468 Module II 

Philosophy of the Social Sciences 

Prof, jerry Cill 

An analysis of the philosophical issues underlying 
the study of social reality. Special focus on method- 
ology, theory construction, objectivity and values, 
and the relation between social science, society, and 
philosophy. The emphasis will be on discussion and 
members of the behavioral science faculty will 
participate at relevant junctures. The texts will be: 
Winch's The Idea of a Social Science, Polanyi's Tacit 
Dimension, Berger and Luckman's The Social 
Construction of Reality, Kuhn's The Structure of 
Scientific Revolution, and Berger's Rumor of Angels. 
Evaluation will be based on at least two one-page 
"thesis papers" to serve as springboards for 
discussions, and two five-page papers exploring the 
philosophical issues in an article in a social science 
journal. This is a colloquium course; there are no 
prerequisites, though some work in a behavioral 
science is recommended. 



ANTHROPOLOGY 

BAN 230 Module I 

The Nature of Human Adaptation: An 
Introduction to Anthropology 

Prof, loan Barnett 

Unlike non-human animals, man adapts culturally as 
well as physically. Nevertheless, man's ability to 
adjust to his environment has roots in his biological 
heritage. In this course we shall examine those 
physical features which afford humans the capacity 
to adapt culturally. Human evolution as evidenced 
by the acquisition of culture, language, and social 
organization will be dealt with in depth. Through 
this introductory course the student will become 
familiar with the kinds of issues with which anthro- 
pologists are concerned. Two texts by Yehudi Cohen, 
Man in Adaptation: the Biosocial Background and 
Man in Adaptation: the Cultural Present as well as 
Cultural Anthropology by William Haviland will be 
used. The course has no prerequisites. Evaluation 
will be based on a paper and exams. 

BAN 330 Module III 

Physical Anthropology 

Prof, loan Barnett 

This introduction to physical anthropology will be a 
combination lab-lecture course. The initial class 
periods will be devoted to early concerns with 
evolution and fossil hominids (apes and men). Lab 
sessions will focus on understanding what it is that 
physical anthropologists do, and on gaining a 
knowledge of anthropometric techniques. The 
remainder of the course will be devoted to 
discussions of the controversies engendered by 
Nineteenth and Twentieth century anthropological 
studies. Assigned texts for the class are Introduction 



(E) 



to Physical Anthropology (a lab manual for physical 
anthropology) by Kelso; The Human Species by 
Hulse; and Darwin's Century by Eiseley. Evaluation 
will be based on exams and participation in class. 
There are no prerequisites for the course. 

BAN 334 Module li 

Applied Anthropology 

Prof. Joan Barnett 

This course is designed to look at the application of 
anthropology and offer answers to the question: 
"What does one do with anthropology besides learn 
it and teach it?" By examining the use of 
anthropology in business, industry, rural 
development programs, and by foreign and domestic 
governmental agencies, we shall analyze one new 
dimension of the discipline - practical application. 
In addition, attention will be given to the 
ethical/moral problems facing applied anthropolo- 
gists who might be confronted with the option of 
instituting change -- change which often drastically 
alters the cultural fabric of a group. Evaluation will 
be based on successful completion of individual 
field projects and a take home exam. In addition to 
the text Applied Anthropology by George Foster, 
articles from journals will be assigned. Prerequisites: 
an introductory course in behavioral science. 

BAN 436 Spring Term 

History of Anthropological Theory 

Prof, loan Barnett 

This course examines various schools of thought 
which have grown out of attempts to explain man's 
evolution, physical variation, and sociocultural 
diversity. Assessments of Boasian anthropology, 
functionalism, structuralism, ethnoscience, neo- 
Darwinism, and cultural ecology, and the 
contributions of those ideologies to the shaping of 
anthropological theory, will constitute the main foci 
for the course. The second half of the course will be 
devoted to examining new trends of theoretical 
interest to archaeologists, linguists, physical 
anthropologists, and cultural anthropologists. 
Required readings for the course are Tax, Horizons in 
Anthropology; Eiseley, Immense Journey; and 
Manners and Kaplan, Theory in Anthropology. 
Evaluation will be based on one paper and exams. 
Prerequisites are one course in anthropology or 
sociology and Sophomore, Junior or Senior standing. 

For other anthropology courses see Comparative 
Cultures Collegium. 



COMMUNITY STUDIES 

BCS 116 [Modes of Learning] 
The American Community 

Prof. Bill Winston 



Spring, Fall Term 



plexity, diversity, and patterned behaviors, using 
both theoretical and case study approaches. 
Students will develop skills in identifying and 
analyzing community structures and values, and in 
researching some aspects of community. The course 
is open to all students. Texts: (1) Perspectives on the 
American Community, by Roland Warren and 
(2) Communities: A Survey of Theories and Methods 
of Research, by Dennis E. Poplin. Evaluation will be 
based upon two examinations and a term paper. 



BCS 376 

Community Organization 

Prof. Bill Winston 



Fall Term 



This course will examine in depth the understandings 
and the processes related to the social development 
of communities. Priority attention will be given to 
questions of group and human values, individual 
rights and freedoms, group options, planned long- 
range coordination, and sanctions. Concepts studied 
will include formal community organizations, 
professional change agents, community 
problem-solving, and conflict management. Texts 
will be Strategies of Community Organization, by 
Fred M. Cox, et al. and Volumes I and 11 of Citizen 
Participation in Urban Development, edited by Hans 
B. C. Spiegel. Evaluation will be based upon two 
examinations and a term paper. Prerequisites is 
Junior or Senior standing. 



BCS 377 

Community Field Experience 

Prof. Bill Winston 



Spring Term 



This course is designd to provide a foundation for 
understanding the American community in its com- 



These courses provide apprenticeships and intern- 
ships in carefully selected community agency areas. 
Upon approval of the instructor and field supervisor, 
a mutually agreed upon contract is signed, identify- 
ing the particular job description, activities, and 
responsibilities of the student. Apprenticeships are 
defined as exploration into areas of personal student 
interest and of community need. Internships are 
defined as concentrated training in an area of 
student career or vocational interest. Prerequisites: 
Approval of instructor and field supervisor; second 
semester Freshman standing. Limited to twenty 
students. 

For other community study courses see sociology. 



ECONOMICS 

BEC 281 Module III 

Principles of Microeconomics 

Prof. Tom Oberhofer 

This course will develop basic principles of price 
theory and focus on their application. We will study 
the operation of the market system and illustrate it 
with examples of recent farm and energy problems. 



m 



We will discuss industrial structure and pricing of 
output under different competitive structures. We 
will discuss cost-benefit analysis and apply it to 
environmental quality decisions. Other topics 
covered include economics of education and crime. 
A text will be used. There will be 2 one-hour tests 
and a final exam. There are no prerequisites. This 
course is required of all students concentrating in 
economics; other students may take either BEC 281 
or 282 or both. 



BEC 282 Module IV 

Principles of Macroeconomics 

Prof. Tom Oberhofer 

This is an introductory course in national income 
determination theory. It includes an analysis of the 
elements which comprise the national income and 
the role of the federal government in maintaining a 
high level of income and employment without 
inflation. Special attention is given to monetary and 
fiscal policy. We will develop a model of the 
economy and use it to study recent problems of 
inflation, recession, and balance of payments 
deficits. This course will use a textbook. There will 
be 2 one-hour texts and a final exam. There are no 
prerequisites. This course is required of all students 
concentrating in economics; other students may 
take either BES 281 or 282 or both. 



BEC 350 
Investment Analysis 

Prof. Tom Oberhiofer 



Directed Study 



This course will examine the operation of the major 
financial markets in the U.S., with an emphasis on 
the stock market. There will be a twofold thrust to 
the course. First the student will study the structure 
and institutional characteristics of financial markets. 
Second, he will focus on industry and company 
analysis. The emphasis is on fundamental analysis, 
although technical analysis and random walk 
theories are discussed. The text is Fischer & Jordan's 
Security Analysis and Portfolio Management, 
supplemented by the National Association of Invest- 
ment Club's Investment Club Manual. Prerequisites 
are Statistics and Principles of Micro and Macro- 
economics. Evaluation will be based on answering 
short essay questions at the end of each chapter, on 
individual company and industry analyses, and on 
recording, plotting and evaluating technical 
components of market performance. The student 
can expect to do at least four major industry analyses 
and 25 company analyses. 



BEC 381 [In London] Fall Term 

Intermediate Microeconomic Theory 

Prof. Tom Oberhofer 

This course is a continuation of Principles of Micro- 
economics. We start by developing the theoretical 
basis for consumer demand theory. We discuss 
empirical and methodological problems 
encountered in operationalizing demand theory. In 
addition, pricing and output decisions of both 
industries and firms within the industry are studied 
using simple mathematical and geometric models. 
Particular attention is given to the price and output 
adjustments firms and industries make when 
confronted with initial disequilibrium situations. A 
text will be used. Two hour tests, a final 
examination, and a paper will serve as bases for 
evaluation. Principles of Microeconomics is 
prerequisite. This course is required for all students 
concentrating in economics. 

BEC 382 Spring Term 

Intermediate Macroeconomics 

Prof. Marvin Bentley 

This course covers the basic determinants of aggre- 
gate demand and aggregate supply. The course is 
divided into three main parts: first, national income 
accounts; second, a static analysis of the aggregate 
market for goods and services using the LM-IS 
approach; and third, the applications of macro 
theory to the problems of domestic stabilization and 
the balance of payments. The text for the course will 
be Macroeconomics by Dunberg and McDougall. 
Evaluation will be based on several tests and a final 
exam. Prerequisite is BEC 282 Principles of 
Macroeconomics. 

BEC 384 Spring Term 

Managerial Economics 

Prof. Marvin Bentley 

The emphasis of this course is upon applying 
theoretical economics to problems faced by 
managers of private business. A number of case 
studies will be used, and business simulation games 
will cover some areas of the subject. The goal is to 
improve the students' knowledge of the problems 
business managers must cope with and to give the 
students skills in using economic tools as aids in 
resolving these problems. The required reading will 
include the text. Business Economics: Principles and 
Cases, by Colberg, Forbush, and Whitaker. Evalua- 
tion will be based upon performance on case studies 
and quizzes. This course is primarily for the students 
concentrating in management, but any student who 
has a background in economics and is interested in 
application will enjoy the course. Students taking 
this course should have had a course in Principles of 
Economics, preferably BEC 281 Principles of 
Microeconomics. 



^ 



BEC 386 Module I 

Money and Banking 

Prof. Marvin Bentley 

In this course attention will be given to the structure 
of commercial banking in the United States; how the 
structure evolved; and what sort of functions banks 
perform in today's modern market economy. The 
course also will deal with monetary theory and with 
international monetary institutions like the Inter- 
national Monetary Fund. The goal is for students to 
learn the structure and functions of commercial 
banks and to broaden their understanding of a 
money economy. The textbook, The Foundations of 
Money and Banking, is the required reading for the 
course. Evaluation will be based on performance on 
three semester tests plus a final exam. This course is 
primarily for students concentrating in economics or 
in management with an economics emphasis. 
Students should have taken at least one basic course 
in economics before taking this course. 



BEC 484 
Public Finance 

Prof. Tom Oberhofer 



Module IV 



This course focuses on the fiscal operations of 
federal, state and local governments. In studying the 
revenue side of the question, we investigate the 
major components of the American tax system 
(income, sales, property, social security). In 
addition we investigate expenditure patterns for all 
levels of government. We discuss the fiscal relations 
between different levels of government (leading to a 
review of revenue sharing), the distributional impact 
of the fiscal system and policy options available to 
government for dealing with such problems as 
poverty (the negative income tax), education and 
economic growth. A test will be used, supplemented 
by outside readings. Evaluation in the course will be 
based on semester tests and a final exam. A paper 
will be required. This course is open to political 
science and economics majors. 



BEC 450 

History of Economic Thought 

Prof. Tom Oberhofer 



Directed Study 



The purpose of this course is to trace the evolution 
of economic ideas as developed and expounded by 
Western economists. The attempt will be made to 
demonstrate the linkage between changing 
economic ideas and changing sociopolitical 
conditions. The student will familiarize himself with 
the teachings of the mercantilists, the physiocrates, 
Adam Smith, Malthus, Ricardo, Mill, Marx, 
Marshall, the German and American schools of 
thought. A text will be used, supplemented by 
outside readings. Evaluation will be based on a paper 
and tests. Prerequisites are BEC 281 and 282 or 
permission of the instructor. 

BEC 482 Module 11 

United States Economic History 

Prof. Marvin Bentley 

This course takes as its focal point the development 
of the United States economy from the colonial 
period to the end of the great depression in 1940. I 
expect to stress trends in the structure of the 
American economy. Also we will study the major 
social institutions that have been significant in 
American economic life as well as people and ideas 
that have made their mark on our economy. During 
the first part of the semester we will survey the field 
of American economic history using class lectures 
and a regular text on the subject. During the later 
part of the course students will select a particular 
subject they want to study in more depth and will 
write a term paper on this subject. Evaluation for the 
course will be based on an exam given at the end of 
the first part of the course, and on the term paper. 
The course is open to students who are history, 
economics, or management majors. 



MANAGEMENT 

BMN 270 Fall Term 

Principles of Accounting 

Staff 

This course presents a conceptual approach to 
financial accounting through exposure to the 
accounting process and to generally accepted 
procedures. The emphasis is on the nature of 
accounting rather than on procedures, although 
assignments will include practice materials which 
demonstrate generally accepted procedures 
essential to the understanding of the accounting 
cycle. Required reading will be from a text and from 
a corporate annual report to be selected. Evaluation 
will be based on assigned problems, quizzes and a 
final examination, and a practice case. Prerequisite 
is Sophomore, Junior or Senior status. This course is 
required for students concentrating in management. 

BMN 271 Fall Term 

The Managerial Enterprise 

Prof. Sandra Wilson 

This course provides an introduction to the basic 
concepts, theories, and practices of modern 
management. Through lecture/discussions, 
classroom exercises, and case study analysis, the 
areas of planning, organizing, staffing, directing, 
and controlling will be investigated. Evaluation will 
be based upon class participation, case-study 
analysis, intermittent quizzes, and a final examina- 
tion. Required texts: Knudson, Woodworth and Bell, 
Management: An Experiential Approach; Koontz 
and O'Donnell, Principles of Management; Koontz 
and O'Donnell, Management: A Book of Readings. 
There are no prerequisites for the course. 



(^ 



BMN 371 Module II 

The Dynamics of Group Leadership 

Prof. Sandra Wilson 

This course is designed as an introduction to the 
nature of groups. This overview will help the 
individual who wants to develop leadership skills to 
understand the behavior of man as he interacts with 
fellow humans. The degree to which each student is 
successful in the development of the skills will rest 
primarily upon the student's basic knowledge of the 
nature of groups and the psychological and social 
forces associated with group behavior. There are 
three texts required: Cartwright and Zander, Group 
Dynamics; Luft, Group Processes; and Luft, Of 
Human Interaction. A selected bibliography also will 
be available. Evaluation will be based on class 
participation, intermittent quizzes, and a 
comprehensive final examination. There are no 
prerequisites for the course. This course is 
recommended as an elective for all management 
majors. 



BMN 474 

Group Leadership Practicum 

Prof. Sandra Wilson 



Spring Term 



This course is a sequel to BES 301 MN, Dynamics of 
Group Leadership. The emphasis will be on applying 
the knowledge obtained from an intensive study of 
theoretically significant empirical research. 
Applications will be attempted both within class- 
room "laboratory" situations and in the "outside 
world." The specific areas of focus will include 
fifteen concepts central to the field of Organiza- 
tional Psychology and the "human side of 
enterprise" (e.g. dynamics of power and affiliation, 
motivation, decision making in groups, 
interpersonal perception, etc.) Accompanying the 
exploration of each concept will be an exercise for 
the student to discover and experience these 
phenomena in a classroom simulation. There are two 
texts required, both by Kolb, Rubin and Mclntyre: 
Organizational Psychology: A Book of Readings and 
Organizational Psychology: An Experiential 
Approach. A selected bibliography also will be 
available. Evaluation will be based on class partici- 
pation, intermittent quizzes, and a comprehensive 
final examination. Prerequisites are BMN 371 and 
either BPS 112orBSO 110. 

For other management courses see economics, 
sociology, psychology. 



POLITICAL SCIENCE 

BPO 114 [Modes of Learning] 
international Politics 

Prof. Timothy Gamelin 



Module III 



Focusing on the interaction among nation-states, 
this course introduces fundamental principles of 



politics and of political analysis. The course contains 
three components. (1) Through readings, lectures, 
and demonstrations the student will be given a 
survey of the current state of understanding about 
how nations interact and why they behave as they 
do. (2) Scientific methodology will be introduced, 
and on that basis students will be encouraged to read 
and think critically about generalizations which 
purport to explain international political behavior. 
(3) Through student participation in simulations and 
debates, opportunities will be available to research 
current international issues, foreign policy, and 
negotiating techniques. Students will be evaluated 
primarily by written examination but also on the 
basis of performance in classroom simulations and 
debates. No prerequisites. 



BPO 240 Module I 

Comparative Politics 

Prof. Timothy Gamelin 

This course surveys present day governments. The 
political process is examined abstractly through a 
model of how all governments operate. Students 
become leaders in a simulated nation and play 
through a version of this model. Simultaneously, 
through readings, lectures, discussions, and student 
research, nations are compared in order to answer 
selected questions. How do parliamentary and soviet 
forms of government structure political competi- 
tion? In which nations are industrialist, aristocratic, 
or proletarian interests most powerful? Which 
nations are having greatest difficulty controlling 
violence or generating compliance to laws? 
Although basic readings are assigned, many of the 
questions and answers are generated by students, 
who present their findings in summary tables or 
graphs. Evaluation is based on the quality of student 
examinations, research, and participation. No 
prerequisties. 



BPO 345 Fall Term 

Grass Roots Politics: The Election of 1976 

Prof. Anne Murphy 

The election of 1976 as it affects Precinct 63-A, St. 
Petersburg, Pinellas County, Congressional District 
#6, Florida, provides the subject of this course. Each 
student chooses a candidate, a party, or an issue and 
follows through until Election night, November 2. 
The last half of the semester will provide background 
for understanding the outcome. Requirements 
include reading, research, speaking, canvassing, 
organizing, and reporting to class. Evaluation is 
based on 1) a brief paper early in the module 
explaining the student's choice of activity and 
proposed program, 2) an analytic report describing 
the student's own involvement and explaining the 
outcome, and 3) a final exam based on reading to be 
assigned during the second half of the course. There 
is no prerequisite for the course. 



(^ 



BPO 348 Module II 

Urban Political Systems 

Prof. Anne Murphy 

Is a city a place to live? A community? A state of 
mind? A jungle? How are the decisions made that 
enhance or destroy the quality of life in densely 
populated areas? Forms of city government, power 
structure analysis, and intergovernmental relations 
will be the focus of this course. Reports on outside 
reading, a paper, and an exam will be the bases of 
evaluation. Prerequisite is at least Sophomore status, 
and at least two courses in related areas. 

BPO 440 Spring Term 

International Conflict 

Prof. Timothy Camelin 

For what purposes do nations go to war? What 
conditions seem to favor the peaceful resolution of 
intense conflict? This course seeks to give students 
an understanding of scientific research regarding 
(1) the pursuit of international conflict through the 
cost-calculating behavior of national leaders; (2) the 
exacerbation of conflict due to inaccurate percep- 
tions or heightened emotions of leaders; and (3) the 
amelioration of conflict through establishment of 
favorable conditions or through the personal 
exercise of conflict resolution skills. Historical case 
studies and classroom simulations will be utilized to 
illustrate the principles under study. The bases of 
evaluation are performance on written examinations 
and a scientific research paper; and participation in 
class simulations and discussions. Prerequisite is a 
behavioral science modes of learning course. 

BPO 445 Spring Term 

American Foreign Policy Formation 

Prof. Anne Murphy 

This course examines the agencies and procedures 
for formulating and administering United States 
foreign policy. The prerequisites are at least two 
courses in U.S. government, politics, or history. 
Evalution will be on the basis of classroom participa- 
tion, reports, reading, quizzes, and a term paper. 

For other political science courses see Letters 
Collegium. 



PSYCHOLOGY 

BPS 112 [Modes of Learning] Module I 

Introduction to Psychology 

Prof. Ted Dembroski 

This course serves as an introduction to the scientific 
study of psychological processes and behavior. Such 
methods as experimentation, correlation, and 
observation will be covered with an eye to 
demonstrating how psychological knowledge is 



acquired. A number of theoretical approaches to 
human and animal behavior will be explored along 
with the research on which the theories are based. 
Examples of psychological processes and behavior 
that will be examined include cognition, learning, 
emotion, aggression, personality, and prejudice. 
Since student enrollment in the course typically has 
been high, lectures and readings are the principal 
sources of information. Tentatively, one text will be 
required. Evaluation will be based upon two or three 
examinations given in class. There are no prere- 
quisites. Early completion of this course is required 
for those who wish to concentrate in psychology or 
to be certified in education. 

BPS 300 Spring Term 

BPS 350 Directed Study 

Developmental Psychology 

Prof. Ted Dembroski 

This course covers past and present concepts, 
theories, and research in Developmental Psycholo- 
gy. Examples of topics receiving attention include 
early experience, intellectual development, social 
learning, behavioral modification, achievement, 
and morality. A variety of methods (observational, 
correlational, and experimental) will be examined in 
studying the development of both human and 
non-human organisms from conception to death. A 
text and book of readings are required reading. Two 
or three examinations and class participation serve 
as bases for evaluation. Prerequisite is an 
introductory course in psychology. 

BPS 302 Fall Term 

Social Psychology 

Prof. Ted Dembroski 

The course will cover past and present concepts, 
theories, and research in social psychology. 
Emphasis will be placed on methodology, especially 
the experimental approach to understanding the 
social forces which affect individual beliefs, 
emotions, and behavior. Examples of topics planned 
for inclusion include social influence, attitudes, 
persuasion, social affiliation, leadership, and 
prejudice. Special attention will be devoted to 
natural setting field research. A text, a book of 
readings, and selected journal articles are required 
reading. Evaluation will be based on two or three 
examinations and class participation. Introduction 
to psychology and a course in statistical methods are 
prerequisites. 

BPS/APS 306/NPS 366 Spring Term 

Psychology of Personality 

Staff 

This course is for psychology majors who want to 
study personality in some detail and the student out- 
side of psychology who wants to understand himself 
and others in a more scientific way. Three avenues 



(Si 



to understanding personality will be stressed; theory, 
research, and assessment. This course will empha- 
size both theoretical and research problems in 
personality. Students should leave the course with 
the ability to (1) characterize trait and factor, 
psychoanalytic, behavioral, and phenomenological 
theories of personality and (2) describe and evaluate 
important research relevant to personality theories 
and psychological testing. Required reading includes 
a text and selected journal articles. Evaluation will 
be based on two or three examinations and class 
participation. Prerequisite is an introductory course 
in psychology. 



BPS 402 

Research Seminar in Social Psychology 

Prof. Ted Dembroski 



Spring Term 



The purpose of this course is to provide an 
opportunity for students to design, conduct, 
present, and write an original piece of research in 
social psychology. The seminar devotes a great deal 
of attention to generating and criticizing research 
ideas. The student is relatively free to select almost 
any content area in social psychology for exploration 
and development. The major objective, however, is 
to carry through a research project from idea 
inception through sound methodology to final 
publication form. A book of readings and numerous 
journal articles and reviews are required reading. 
Evaluation is based on class participation, class 
presentation, and research papers. Prerequisites are 
an introduction to psychology course, a course in 
statistics, and a course in personality or social 
psychology or consent of instructor. 

For other psychology courses see Creative Arts and 
Natural Sciences Collegia. 

SOCIOLOGY 

BSO 110 Module II 

Introduction to Sociology 

Staff 

This course will have two goals: to introduce the 
student to the state of our knowledge on the nature 
of society and the dynamics of social behavior; and 
to address the question, "Is a science of society 
possible?" through an examination of the means 
sociologists employ to investigate social behavior. 
The course deals with the possibility of a "science of 
society" by posing the fundamental questions 
sociologists must answer and by examining the 
applicability of scientific methods to those 
questions. It is also devoted to basic social issues. 
Attention will be divided between an overview of the 



state of our knowledge and a consideration of the 
research procedures most typically employed. 
Readings for the course will include an introductory 
sociology textbook, articles describing some of the 
more commonly employed materials of social 
research, and a brief work on methods in social 
science. Evaluation of students will be based on two 
exams and a term paper. This course is a prerequisite 
for all students planning a concentration in 
sociology. 



BSO 150 

Introduction to Sociology 

Prof, lack Williams 



Directed Study 



Following the outline of Broom and Selznick's text. 
Sociology: A Text with Adapted Readings, the course 
has three sections. The first develops an under- 
standing of the basic tools and concepts of 
sociology. The "topics" in this section are: science 
and social behavior, social organization, culture, 
socialization, primary groups, social stratification, 
complex organization, collective behavior and 
population. The second section is devoted to the 
study of four social institutions: the family, educa- 
tion, religion, and law. The third section takes up 
major trends in American society: developments in 
racial and ethnic relations, urbanization, technolo- 
gical change, and political change. Students will be 
evaluated on three tasks. The student must (1) dem- 
onstrate a working familiarity with terms and con- 
cepts; (2) respond to chapter review questions in a 
paragraph (short answer) form; (3) for each chapter 
of the text, write a 1-3 page essay in response to 
general questions. The syllabus contains a complete 
list of terms, review questions and essay topics. No 
prerequisites. 



BSO 220 Module IV 

Racial and Cultural Minorities 

Prof, lack Williams 

This course will examine the processes of conflict, 
accommodation, and assimilation in majority- 
minority relations. It will also examine the social, 
historical, cultural, political, and economic factors 
involved in racism, prejudice and discrimination. 
Required reading will consist of a basic text and 
several paperback books as supplemental material. 
Evaluation will be based on two exams and a 
research paper. There are no prerequisites. 



(63) 



BSO 250 
The Family 

Prof, jack Williams 



Directed Study 



BSO 322 

Social Gerontology 

Staff 



Spring Term 



This course will examine the family at two con- 
ceptual levels: the family as a social institution, and 
as a small group. In this latter context, the focus will 
be on the processes of attraction, conflict and 
accommodation which both bring families together 
and pull them apart. The text for the course is 
Leslie's, The Family in Social Context. Following 
Leslie's outline, readings will fall into three sections: 
The first section concerns the family as a culturally 
universal institution, focusing on cross-cultural 
contrasts, Utopian experiments and the history of the 
family in western society. The second section 
focuses on racial, ethnic and socioeconomic 
contrasts in family types within the United States. 
The final (and longest) section of readings progresses 
from theory and research on romantic love through 
mate selection, the effects of children, adjustment 
problems, divorce, remarriage and family life among 
the elderly. Students will be evaluated on the basis 
of written responses to some 100 short essay 
questions from the Leslie text and a research paper. 
Two thirds of the student's grade will be based on the 
essay questions; one third on the research paper. A 
list of the essay questions and guidelines for the 
research paper can be found in the syllabus. 
Prerequisite is an introductory course in any of the 
behavioral sciences. 



BSO 320 Module IV 

Social Structure and Personality 

Staff 

The focus of the course is on social structural 
determinants of interaction patterns and individual 
characteristics. Five themes will be presented in a 
lecture-discussion format: 1) the nature of the social 
structure; 2) socialization; 3) processes of social 
influence; 4) processes of group interaction; and 
5) the reciprocal relation of the individual to the 
larger social system. Included in these themes are 
such topics as alienation, social control, attitude 
change, role conflict, collective behavior, and 
development of the social self. Secord and 
Backman, Social Psychology, is the required text, 
along with selected journal articles. Students will 
engage in one of several group research projects 
which will culminate in a term paper. Evaluations 
will be made on the paper, two exams, and class 
participation. Prerequisite is an introductory course 
in either sociology or psychology. 



This course concentrates on aging and age status as 
determinants of social interaction and social 
change. The first half of the course is concerned with 
social gerontology: theories of aging, research on 
life satisfaction and adjustment to aging; assessment 
of housing, medical, and economic needs of the 
elderly; death and bereavement; and family life. The 
second half focuses on age and social change: 
parent-youth conflict, conflicts on institutional 
values, life goal changes, and areas of value 
continuity. Cross cultural and cross temporal 
comparisons are made. Required reading is Atchley, 
Social Forces in Later Life, and selected journal 
articles. Students will participate in a primary 
research project on aging or generational conflict/ 
continuity. Evaluation will be made on the written 
project, two exams, and class participation. Pre- 
requisite is an introductory course in sociology, 
introductory courses in other behavioral sciences are 
recommended preparation. 

BSO 326 fall Term 

The Family 

Prof, jack Williams 

The first part of this course seeks to locate the 
contemporary American family in its cultural 
context by pointing out historical and economic 
factors involved in the development of the modern 
family, and differences between the American 
family and the family of other societies. The second 
part of the course emphasizes sociological and 
psychological variables in interpersonal attraction, 
marital adjustment, and the socialization of 
children. Material for the course will be drawn from 
sociology, anthropology, and psychology. Students 
will be evaluated on the basis of two exams and two 
short papers. Prerequisite is an introductory course 
in any of the behavioral sciences. 
BSO 328 Module III 

Complex Organizations and Bureaucracies 

Prof, jack Williams 

This course will deal with the social and historical 
origins of complex organizations and bureaucracies, 
empirical research on a variety of issues related to 
the internal dynamics of bureaucracy, and the 
behavior of organizations in their social and cultural 
environments. Reading material will consist of 
journal articles in sociology, political science, public 
administration and management. Students will be 
evaluated on the basis of two exams and a paper. 
Prerequisite: Introduction to Sociology. 



(^ 



BSO 426 Fall Term 

History of Sociological Theory 

Staff 

This course deals with the development of socio- 
logical theory in the nineteenth and twentieth 
centuries, from Comte to Mannheim. Students will 
survey the historical period that gave rise to modern 
sociology, the lives and social milieux of selected 
classical theorists, and the development of their 
theoretical approaches to society. L. Coser, Masters 
of Sociological Thought, will be required reading, 
along with selections from the original writings of 
theorists. Evaluation will be through examinations 
and papers written in acceptable style and format. 
This course is designed for Junior and Senior 
students with considerable background in sociology. 

COLLEGIUM OF 
NATURAL SCIENCES 

COLLEGIUM COURSES 

NCM 113 [Modes of Learning] Fall Term 

Computer Algorithms and Programming 

Prof. Billy Maddox 

Students will learn the programming languages 
BASIC and FORTRAN. Flowcharting will be used to 
analyze problems suitable for solution by the 
computer. Programs will be run by the student on 
the computer facilities of the college. The emphasis 
in the course is a study of computing rather than 
computers. The organization of problems so the 
computer can work them is of primary concern. 
Computing hinges primarily on the study of algori- 
thms (definition: a list of instructions for carrying 
out some process step by step): not only learning to 
understand them but learning to construct and 
improve them. This study should be a challenging 
first course in computing for any student admitted to 
Eckerd College. Materials to be used: language 
manuals and textbook. Evaluation will be based on 
programs written by the student as he solves 
problems assigned from the text and several problem 
sets supplied by the instructor. In addition, each 
student will formulate and complete a special 
project and write a one-hour test each for BASIC and 
FORTRAN. Prerequisites: none. 

NCM 116 [Modes of Learning] Fall Term 

Natural History 

Biology Staff 

This Modes of Learning course is designed to intro- 
duce beginning students to methods of scientific 
inquiry, using a topic of widespread interest. The 



methods of inquiry stressed and their related skills 
are: 1) observation: data recording; 2) identifica- 
tion: use of systematic manuals and keys; 3) quanti- 
fication: elementary statistics; 4) hypothesis formu- 
lation and testing: design and execution of experi- 
ments; 5) abstraction and summarization: composi- 
tion of a technical paper; 6) literature search: 
location and use of scientific literature. Text: To be 
determined. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites: None. 



NCM 150 
The Universe 

Prof. Irving Foster 



Directed Study 
Spring Term 



How man perceives himself in any age is at least 
partially determined by how he perceives the 
physical universe of which he is a part, in the 20th 
century no less than in the past. This descriptive 
course deals with our present astronomical models. 
It begins with an overall view of the structure of the 
universe followed by a more detailed study of the 
solar system and of stars and star systems. It con- 
cludes with a historical review of cosmological 
theories from ancient times to the present. Required 
reading includes four paperback texts and any 
supplementary works the student may need to aid 
his understanding. Evaluation is based on four short 
papers and either a final research paper or an exam. 
Prerequisites: None. 



NCM 151 

The World of Life 

Prof. Irving Foster 



Directed Study 
Spring Term 



This course stresses both the antiquity and the 
diversity of life on earth. It begins with the question 
of how life came to be and how it evolved into 
today's myriad forms. It then turns away from the 
study of the individual or species to life as it is lived 
in communities, in most of which man plays a part. 
Students read four paperback books and any supple- 
mentary material they may individually need or 
want. Evaluation is based on six short papers and 
either a research paper or a final exam. Prerequisites: 
None. 



NCM 204 
NCM 254 
Electronics 

Prof. Wilbur Block 



Spring Term 
Directed Study 



Starting with first principles of electronic circuit 
theory, the basic operation of electronic circuits and 
instruments is studied. Course philosophy is to im- 
part to the interested student sufficient knowledge 



rs) 



of electronics to enable him to utilize modern 
electronic techniques and instrumentation. Course 
content consists of an intermix of lectures and 
laboratory exercises based on a text and lab manual, 
to be determined. Evaluation is based on a lab 
notebook, assigned problems, and quizzes. 
Prerequisites: None. 

NCM 205 Module III 

Astronomy 1977 

Prof. Wilbur Block 

Astronomy includes the study of the solar system 
and its origin, the stars and their evolution, and the 
structure and origin of the universe of galaxies. Also 
studied are the principles of astronomical measure- 
ment. Constellations are identified. The moon, 
planets, and stars are observed telescopically where 
possible. Man's relationship to the universe is 
considered. Course content includes lectures and 
readings from a text such as Jastrow and Thompson, 
Astronomy: Fundamentals and Frontiers. Observa- 
tion sessions will be arranged. Evaluation will be 
based on participation, solutions to assigned 
problems, and exercises and written examinations. 
Prerequisites; None. 



NCM 250 

A History of Scientific Ideas 

Prof. Irving Foster 



Directed Study 
Spring Term 



As a contributor to man's cosmic outlook and 
increasingly as a source of ideas which provide the 
basis of our technological civilization, science is a 
vital force in Western society. While gadgets and 
devices capture public attention, the importance of 
science is in its ideas, whether associated with the 
physical or biological sciences. The rise, and fall, of 
these ideas from 1500 A.D. to the present is the 
concern of this course. The basic text is Gillispie's 
The Edge of Objectivity, with three short paperbacks 
as supplementary reading. Evaluation is based on 
three short papers and one final research paper. 
Prerequisites: None. 



NCM 251 

The Futures of Man: Worlds of 
Science Fiction 

Prof. Irving Foster 



Directed Study 
Spring Term 



A hallmark of modern science fiction is its concern 
with the future of man, the extrapolation of our 
present world into a future which may be pleasant, 
but is usually forbidding. Science, as science, plays a 
less dominant role than it once did, serving often 
only as a key to those futures in which cultural, 
societal, even theological concerns are more 



important. This course is directed toward the study 
of such works of science fiction. Required reading 
includes Sullivan's As Tomorrow Becomes Today, a 
modern critical work, and a minimum of 5000 pages 
of classic and modern science fiction. Evaluation is 
based on four short papers and a final research paper 
on the "future of man" theme. Prerequisites: An 
appetite for science fiction. 



NCM 350 
Modern Astronomy 

Prof. Irving Foster 



Directed Study 
Spring Term 



Modern astronomy is a quantitative physical science 
and its models and theories are based on our knowl- 
edge of physical and chemical processes. This 
course emphasizes those processes which account 
for the characteristics of solar system, galaxy and 
universe and their creation. The basic readings are 
Unsold, The New Cosmos, and Schatzman, The 
Structure of the Universe, supplemented by any of 
several astronomy texts where needed by the 
student. Evaluation is based on three papers, one of 
which must be a major research paper. Prerequisites: 
At least an elementary course in physics and 
mathematics through calculus. 



NCM 401 

The Oceans and Man 

Prof. John Ferguson 



Spring Term 



Provides a general awareness of the oceanic environ- 
ment and its significance to man. Reviews the 
physical properties of the earth and its seas. 
Describes the seas as a habitat, and inspects the 
nature and potential of world fisheries and develop- 
ing systems of marine farming. Examines the value of 
oil and mineral resources in the seas. Finally, it 
discusses the general importance of the oceans to 
man-past, present, and future. This includes 
commerce, sea power and its effect on world 
history, sea law, salvage, problems of ownership of 
the oceans and its resources, and pollution. Text: 
Ingmanson and Wallace, Oceanography: An Intro- 
duction. Evaluation will be based on scheduled 
exams, submitted assignments, and participation in 
class discussions. Prerequisites: None. 

NVS 480 Fall Term 

The Conduct of Science and Technology 

Prof, loan D'Agostino 

This course is designed to confront the student with 
some of the more timely issues of the day affecting 
our environment and society. We will consider 
topics in terms of their scientific basis, technological 
development, environmental impact and the 



(66) 



resulting effects on our society. Specific topics will 
include— but are not limited to— nuclear power 
plants in an age of dwindling fossil fuels, pollution 
and its concommitant politics, food additives and 
the F.D.AA. and a case study of an oil spill. In 
addition, we will discuss the scientist's responsibility 
to society and we will consider the forums available 
to scientists for voicing opinions on matters of 
public concern. Texts: Not yet determined. 
Evaluation will be based on the quality of your class 
discussion, two tests and a final paper. Prerequisites: 
This course is intended to be of value to scientists 
and non- scientists alike, with no previous 
background in the sciences necessary. 

NVS 486 Module IV 

Psychology and Medicine 

Prof, lames MacDougall 

Many applications of medical science contain a host 
of ethical and psychological problems. This course 
will examine some of these problems and the role 
which modern psychology can play in their resolu- 
tion. In particular, we will look at such controversies 
as the neurosurgical control of behavior, the 
application of gender change operations, the 
psychological problems of euthansia, the potential 
of genetic engineering, and the problems of artifici- 
ally extended life spans. Participants will read and 
discuss original source material on these and other 
controversies and will prepare short position papers 
for submission to other members of the class. Text: 
To be determined. Evaluation will be based on the 
quality of the position papers and the contributions 
to class discussion. Enrollment is limited to 30 
students. Prerequisites: None. 

NVS 488 Fall Term 

Natural Sciences Collegium Colloquium 

Prof. Richard Nehhamer and Staff 

This colloquium will deal with a dozen specific 
issues involving ethical and moral questions as 
viewed from the scientist's point of view. Issues to 
be considered include euthanasia, biological war- 
fare, science and government, pure versus applied 
research, abortion, and others. Lecture presenta- 
tions will be made by members of the Eckerd faculty 
or invited speakers, depending on the topic. Group 
discussion will focus on the content of the lecture 
and/or the assigned readings. Readings from paper- 
backs such as Brown, The Social Responsibility of 
the Scientist, will be assigned for each topic. Evalua- 
tion will be based on two papers and participation in 
discussions. Prerequisites: Open to all students with 
Junior or Senior standing. 



BIOLOGY 

NBI 101 

Organismic Biology I: Invertebrates 



Fall Term 



Prof, jolin Ferguson 

This course leads the beginning student into an 
appreciation of the diversity of animal life, and the 
structural basis, evolutionary relationships, biologi- 
cal functions, and environmental interactions of 
these forms. The student is introduced firsthand to 
the biological richness of our local area. Under- 
standing of the true nature of science is developed 
through personal experience in a group project. 
Particular attention is devoted to sharpening skills 
needed for the rational solving of problems, 
including critical observation, delineating 
boundaries of inquiry, acquiring and analyzing data, 
and communicating findings to others. Texts: Storer 
and Usinger, General Zoology; G.K. Reid, Ecology of 
Intertidal Zones. Work to be submitted for evalua- 
tion: scheduled quizzes and examinations, labora- 
tory notebook, group project report, group and self 
evaluation forms. Prerequisites: None. 



NBI 102 

Organismic Biology II: Chordates 

Prof. George Reid 



Spring Term 



This course is designed to acquaint the student with 
classification and evolutionary history of chordates 
and with chordate structure. Major emphasis is 
directed toward the understanding of neo-Darwinian 
evolution and the manifestation of evolutionary 
features as seen in the anatomy of aquatic and 
terrestrial chordates. Texts: Walker, Vertebrate 
Dissection; Romer, The Vertebrate Story; Orr, Verte- 
brate Biology. Course matter will be considered in 
two one-hour lecture-discussion sessions and six 
hours of laboratory per week. Written and/or 
practical exams will be given upon completion of 
dissections of the animals studied and periodically in 
the class schedule. Prerequisites: None. 



NBI 202 
Cell Biology 

Prof. William Roess 



Spring Term 



Cell structure and function will be examined system- 
atically. The flow of energy will be a unifying 
principle linking the processes of photosynthesis, 
anaerobic respiration, aerobic respiration, and the 
expenditure of energy by the cell to do work. The 
chemical processes in living systems will be related 
to the structural subunits of cells. Prepared slides 
will be used to show cell diversity and how cells are 
organized into tissues. A selection of experiments 



(^ 



will be conducted to acquaint students with 
molecular and cytological techniques appropriate to 
investigations in cell biology. Text; To be 
determined. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites: High School level 
of chemistry and biology. 

NBI 203 Fall Term 

Botany 

Biology Staff 

in this course the biology of plants will be 
investigated. Topics will include the growth of 
plants, responses to environmental conditions, and 
evolutionary diversity of plants. Both vascular and 
non-vascular plants will be considered. Laboratories 
will be primarily field-oriented and will emphasize 
special plant adaptations and the identification of 
common species and their role in local ecosystems. 
Text; To be determined. Evaluation will be based on 
three examinations, laboratory quizzes, and partici- 
pation in laboratory and discussion. Prerequisites; 
None. 

NBI 204 Spring Term 

Microbiology 

Biology Staff 

This course is an introduction to the biology of 
micro-organisms The diversity of one-celled and 
subcellular organisms will be considered in relation 
to evolutionary status and ecological functions. The 
structure of the bacterial cell, bacterial physiology, 
and microbial genetics will also be investigated. 
Viruses, PPLO's, bacteria, slime molds, and lower 
fungi, algae, and protozoans will be included, but 
the emphasis will be on the procaryots. Laboratory 
activities will stress microbiological laboratory 
techniques, isolation and identification of selected 
genera, and microbial ecology. Text; To be 
determined. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites; None. 



NBI 301 Fall Term 

Ecology 

Prof. George Reid 

This is an introduction to physical, chemical, and 
biological relationships in natural communities. 
Environmental factors, populations, the community 
concept, traffic in energy, biogeochemical cycles, 
and social organization in ecosystems are consider- 
ed. Field work is essentially aquatic in nearby ponds 
and Gulf shoreline. There will be two one-hour 



lecture-discussion sessions and six hours of 
laboratory per week. Readings; Reid and Wood, 
Ecology of Inland Waters and Estuaries; Scientific 
aAmerican: "The Biosphere"; Kormondy, Concepts 
of Ecology; assigned journal articles. Evaluation will 
be based on quizzes, a final examination, laboratory 
technique, and laboratory report. Prerequisites; 
Organismic Biology I and II, Botany, or permission 
of instructor. 



NBI 303 Fall Term 

Genetics and Development: Interpretive 

Prof. William Roess 

Mendelian and transcription genetics will be pre- 
sented from an historical perspective. Key 
experiments will be described in sufficient detail to 
lead the student to a better understanding of how 
questions are asked and answered in the biological 
sciences. Gene regulation will be used as a bridge to 
introduce processes in development. Text; To be 
determined. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites; Designed for 
Junior-level science students who are particularly 
interested in interdisciplinary work or for less 
professionally oriented biology majors. 



NBI 304 Spring Term 

Comparative Physiology: Interpretive 

Prof. John Ferguson 

This course will examine the various physiological 
mechanisms possessed by different animals, includ- 
ing osmotic and ion regulation, nutrition, excretion, 
respiration, circulation, temperature regulation, 
movement, nervous integration and endocrine 
function. General principles will be emphasized as 
revealed through application of the comparative 
method. Integration of these principles into other 
areas of the individual student's interest will be 
enhanced through interdisciplinary work, a term 
paper, or other type of appropriate activity. Text: 
Schmidt-Nielsen, Animal Physiology. Work to be 
submitted for evaluation: assigned quizzes and 
examinations, a prospectus on the interpretive work 
to be undertaken, and a final report on that work. 
Evaluation will also be based on participation in 
daily class discussions. Prerequisites; Designed for 
Junior level science students who are particularly 
interested in interdisciplinary work. Some previous 
background in college level biology and chemistry 
would normally be expected. 



(66) 



NBI 305 Fall Term 

Genetics and Development: Investigative 

Prof. William Roess 

Mendelian and transcription genetics will be 
presented from an historical perspective. Key experi- 
ments will be described in sufficient detail to lead 
the student to a better understanding of how 
questions are asked and answered in the biological 
sciences. Gene regulation will be used as a bridge 
introducing processes in development. This course 
will be a lecture course with laboratory work 
designed to develop specific skills, including how to 
grow, maintain and experiment with microbial and 
possibly mammalian tissue culture cells. Text: To be 
determined. Evaluation will be based on periodic 
tests, laboratory reports and performance, and a 
final examination. Prerequisites; Designed for 
Junior-level biology majors. 



NBI 306 

Comparative Physiology: Investigative 

Prof. John Ferguson 



Spring Term 



This course will examine the various physiological 
mechanisms possessed by different animals, 
including osmotic and ion regulation, nutrition, 
excretion, respiration, circulation, termperature 
regulation, movement, perception, nervous inte- 
gration and endocrine function. General principles 
will be emphasized as revealed through application 
of the comparative method. Marine organisms will 
be chosen as examples whenever possible, and only 
minor comment will be made on the functional 
processes unique to man. An investigative 
laboratory, employing advanced methodology, will 
function to sharpen the student's analytical skills as 
applied to the whole organism. Text: Schmidt- 
Nielsen, Animal Physiology. Work to be submitted 
for evaluation: five written laboratory reports, a 
laboratory notebook, and assigned quizzes and 
examinations. Evaluation will also be based on parti- 
cipation in daily class discussions. Prerequisites: 
Designed for junior level biology majors. 



NBI 402 Module III 

Advanced Topics in Ecology 

Prof. George Re id 

This course will consider selected aspects of aquatic 
or terrestrial ecosystems. Topics to be included will 
be determined by student interests. Readings: To be 
arranged. Evaluation is to be arranged. Prerequisites: 
Organismic Biology I and II and Ecology. 



NBI 406 

Advanced Topics in Botany 

Biology Staff 



Spring Term 



Students will select a topic or research project of 
particular interest for the semester. Each student will 
prepare a proposal and final paper and will meet, 
when necessary, with the professor to discuss 
individual progress on the topic. An hour-long 
presentation and examination period before the 
class will be expected. Evaluation: Participation in 
discussion, paper and presentation on individual 
topic or project. Prerequisite: Botany (NBI 203) 



NBI 408 

Biology Seminar [2-year sequence] 

Prof, johin Ferguson, Biology Staff 



Fall, Spring 



This course will consist of a series of seminars and 
discussions on topical problems in biology, especi- 
ally those not fully explored in other areas of the 
biology curriculum. Particular concern will be 
maintained for the historical heritage of the disci- 
pline. Each participant will make at least one 
presentation, and must attend and actively con- 
tribute to all meetings. Work to be submitted for 
evaluation: abstract and bibliography of presenta- 
tion, evaluation reports on selected speakers, and a 
final exam on the assigned readings. Junior and 
Senior biology majors participate formally in this 
seminar for one course credit and Sophomores are 
invited to attend. 



NBI 499 

Independent Research - Thesis 

Biology Staff 



Fall, Spring 



Upon invitation, Seniors may design and carry out a 
creative research program, usually resulting in a 
written dissertation which is presented and defended 
in the spring of the year. Each participant will con- 
sult closely throughout the course of his work with at 
least one of the biology faculty. Materials to be used 
are original literature. Work submitted for 
evaluation: preliminary prospectus, periodic 
progress reports, dissertation. Prerequisites: Three 
years of superior work in biology and an invitation 
from the biology faculty. 

CHEMISTRY 

NCH 110 [Modes of Learning] Spring Term 

Introduction to Chemistry 

Prof. Philip Ferguson 

This course is designed to be an introduction to the 
study of science for those of limited background in 



{69) 



chemistry and mathematics. Specific attention will 
be given to developing skills in keen observation, 
logical analysis, imaginative conception, and 
solving mathematical problems. By reading, films, 
lecture, and problem discussion, students will 
develop factual knowledge of chemistry in relation 
to contemporary problems, and the imaginative 
concepts of molecular structure and dynamics. Text: 
Not yet determined. Evaluation will be based upon 
performance on tests, a final and the laboratory. 
Prerequisites: high school algebra. 

NCH 121 Fall Term 

Concepts in Chemistry I 

Prof, loan D'Agostino 

This course treats the fundamental principles of 
modern chemical theory and is designed for those 
who plan to major in the sciences. Concepts of stoi- 
chiometry, periodicity, atomic structure, chemical 
bonding, and molecular geometry are presented in a 
framework which draws upon both inorganic and 
organic examples. The physical and chemical 
behavior of gases and liquids are also discussed. 
Text: Not yet determined. Evaluation will be based 
upon performance on tests, a final and the labora- 
tory. Prerequisites: A good high school chemistry 
course and three years of high school math or 
Introduction to Chemistry, NCH 110. 



NCH 122 

Concepts in Chemistry 11 

Prof. Richard Neithamer 



Spring Term 



This course continues to explore the fundamental 
principles of modern chemical theory which are of 
special importance to later work in chemistry and 
molecular biology. Topics to be included are 
thermodynamics, acid-base chemistry, chemical 
equilibrium, electro-chemistry and kinetics. An 
introduction to organic chemistry and biochemistry, 
including molecules of biochemical importance, will 
also be presented. The laboratory program will 
complement the lecture material through the 
course. Evaluation will be based on three examina- 
tions, several quizzes and the laboratory work. 
Prerequisites: Successful completion of Concepts in 
Chemistry I. 

NCH 221 Fall Term 

Organic Chemistry I 

Prof. Philip Ferguson 

Organic Chemistry is a two-course sequence, the 
first course concentrating on compounds of carbon 
and hydrogen. The study of hydrocarbon structure 



will be supported from the beginning directly with 
infrared spectroscopy and indirectly with the study 
of the mechanisms of the reactions of these funda- 
mental materials. After gaining a knowledge of the 
properties of the hydrocarbon skeletal materials, the 
polar functional groups will be considered, 
especially in the second course. Text: Not yet 
determined. Evaluation will be based upon 
performance on tests, a final and the laboratory. 
Prerequisites: Concepts in Chemistry I and II. 



NCH 222 
Organic Chemistry II 

Prof. Philip Ferguson 



Spring Term 



Organic Chemistry II continues the study of func- 
tional group chemistry and the effect of the groups 
on hydrocarbon skeleton chemistry. The study 
proceeds from simpler to more complex substituents 
and finally to compounds with multifunctional 
substitution. Where possible, compounds of specific 
biological and medical interest will be used as 
examples for illustration of basic principles. The 
fundamental chemistry of carbohydrates, the amino 
acids and polypeptides, heterocycles and nucleic 
acids so basic to understanding the chemistry of life 
processes will be considered at the end of the 
sequence. Text: Not yet determined. Evaluation will 
be based on performance on tests, a final and the 
laboratory. Prerequisites: Organic Chemistry I . 



NCH 322 Fall Term 

Qualitative Organic Analysis 

Prof. Philip Ferguson 

The lectures emphasize the chemistry of organic 
compounds largely from the standpoint of acid-base 
chemistry. Emphasis on the use of these properties 
for separation, purification and identification of 
organic compounds is combined with theoretical 
consideration of the effects of changing molecular 
structure on the acid-base properties of the com- 
pounds. The laboratory involves the identification of 
several unknowns: some pure, some requiring 
purification, and some mixtures. Infrared spectro- 
scopy is fully used in the lab as a confirmative tool. 
The use of ir, mass, uv and nmr spectra in compound 
identification and molecular structure determination 
are illustrated and discussed in problem sessions. 
Text: Not yet determined. The student will be 
evaluated on the completion of the laboratory 
unknowns and a final examination. Prerequisites: 
Organic Chemistry 11. 



(ral 



NCH 323 Fall Term 

Thermodynamics and Kinetics 

Prof. Richard Neithamer 

This course will emphasize a molecular approach to 
thermodynamics. It involves kinetic molecular 
theory, Boltzman distribution, the three laws of 
thermodynamics, free energy, thermochemistry, and 
the thermodynamics of liquids, phase equilibrium, 
solutions and colligative properties. Kinetics deals 
with the rates of chemical reactions, and the factors 
affecting them. The laboratory emphasizes thermo- 
dynamic properties of solutions. Textbook will be 
Barrow, Physical Chemistry. Evaluation will be based 
on three examinations, a final and the laboratory 
work. Prerequisites: Concepts in Chemistry I and II, 
Physics I and II, Calculus I and II. 



NCH 324 
Chemical Equilibrium 

Prof. Richard Neithamer 



Spring Term 



The fundamental theory of chemical equilibrium will 
be applied to many types of equilibria. Systems 
studied include acid-base, redox, homogeneous, 
heterogeneous, and phase equilibria. These systems 
will be treated theoretically in the lecture and practi- 
cally in the laboratory. Text for the course will be 
Skoog and West, Analytical Chemistry. Evaluation 
will be based upon satisfactory performance in tests, 
a final, and the laboratory. Prerequisites: 
Thermodynamics and Kinetics (NCH 323) and 
Calculus li(NMA 132). 



NCH 423 Fall Term 

Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

This course deals with in-depth studies of electronic 
structure and periodic properties of the atom, 
theories and properties of the covalent bond, stereo- 
chemistry in inorganic molecules, the inorganic 
solid state, acid-base chemistry, coordination 
chemistry, electrochemistry, inorganic reaction 
mechanisms and organometallic chemistry. The 
course will be operated on a seminar basis involving 
specified reading and problem assignments for each 
class period. Materials to be used include a recent 
advanced text, selected paperbacks and the 
inorganic chemistry literature. Evaluation will be 
based on three examinations and extensive problem 
assignments. Prerequisites: Thermodynamics and 
Kinetics (NCH 323) and Chemical Equilibrium 
(NCH 324) or permission of the instructor. 



NCH 428 

Chemistry Seminar [2-year sequence] 

Chemistry Staff 



Fall, Spring 



A series of papers and discussions on topics in 
chemistry and related subjects. Meetings will be 
scheduled bimonthly with student, faculty and 
visitor participation. Junior and Senior chemistry 
majors should expect to present one or two papers a 
year and will receive one course credit upon 
satisfactory completion of the two years of partici- 
pation. Evaluation will be based on the quality of the 
student's presentations and participation in 
discussions. 



NCH 459 

Independent Research - Thesis 

Chemistry Staff 



Fall, Spring 



Senior chemistry majors who have demonstrated 
competence in the field may be invited to do 
independent research with a member of the 
chemistry staff during their Senior year. The student 
will be responsible for submitting a proposal of the 
research planned, carrying out the work, writing a 
thesis reporting the findings of the research, and 
defending the thesis before a thesis committee. 

MATHEMATICS 

NMA 111 [Modes of Learning] Fall Term 

Algebra 

Prof. George Lofquist 

This is a course in basic algebra-a prerequisite for 
understanding in Calculus I . The study will include 
the language of logic and sets and the foundations of 
the real number system. The function concept will 
be explored with particular emphasis on polynomial 
and algebraic functions. Some analytic geometry 
will be introduced to illuminate the above. Text: To 
be determined. Evaluation will be based on daily 
assignments, hour tests, and a final examination. A 
year of high school algebra and plane geometry will 
be sufficient prerequisites for the course. 

NMA 113 [Modes of Learning] Fall Term 

Trigonometry 

Prof. Robert Meacham 

The function concept is defined and graphical repre- 
sentations of functions are developed. Trigonome- 
tric functions and their inverses receive the most 
attention; exponential and logarithmic functions are 
also explored. Trigonometric identities are proved; 
trigonometric equations are solved. (These transcen- 



(^ 



dental functions are analyzed more deeply in 
Calculus II.) A textbook will be used. Evaluation is 
based upon homework, tests, and a final examina- 
tion. Prerequisites: College algebra or two years of 
high school algebra. 

NMA 131 Fall, Spring 

NMA 151 Directed Study 

Calculus I 

Mathematics Staff 

This is the first course in a two-course sequence 
which deals with the calculus of single-valued 
functions. Concepts studied are function, limits, 
continuity, differentiation, and the definite integral. 
Applications to the physical sciences along with 
possible uses in economics are used to motivate the 
underlying mathematics. Text; To be determined. 
Evaluation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: Good 
understanding of high school algebra and 
trigonometry. 



NMA 132 
NMA 152 
Calculus II 

Mathematics Staff 



Spring Term 
Directed Study 



This is a continuation of calculus of single-valued 
functions. Topics are the calculus of exponential, 
logarithmic, trigonometric and inverse trigonometric 
functions, formal integration, applications, and 
infinite series. The same text is used as in Calculus I. 
Evaluation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: 
Calculus I or its equivalent. 



NMA 233 
Calculus III 



Fall Term 



Prof. George Lofquist 

In this course the calculus of functions of several 
variables is developed. Topics included are three- 
dimensional analytic geometry, partial derivatives, 
directional derivatives, extrema of functions of 
several variables, multiple integration, and applica- 
tions. The same text is used as in Calculus I and II. 
Evaluation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites; 
Calculus II or its equivalent. 

NMA 236 Spring Term 

Linear Algebra 

Prof. Billy Maddox 

A study of vector spaces and linear transformations 
with application to systems of equations and 



matrices. Essential material will be developed in 
class with students encouraged to make discoveries 
on their own initiative. Text: To be determined. 
Evaluation of students will be based on class 
performance in problem-solving, three one-hour 
tests, contribution to class development and a final 
examination. Prerequisites: Mathematical maturity 
developed by one who has completed two college 
calculus courses. Highly motivated students may 
enroll after one calculus course with their calculus 
instructor's recommendation. 

NMA 333 Fall Term 

Probability and Statistics 

Prof. Billy Maddox 

This is the first of a two-course sequence in the basic 
mathematics theory of statistical inference. The 
fundamental ideas of probability necessary for an 
understanding of the statistics will be covered, fol- 
lowed by a systematic treatment of mathematical 
statistics from a theoretical point of view. Specific 
topics covered in the two courses will include 
probability theory, random variables, random 
sampling, various distribution functions, point and 
interval estimation, tests of hypotheses, and 
regression theory. The level of the course will 
assume a background knowledge of differential and 
integral calculus. Text: To be determined. Students 
will be evaluated on the basis of three one-hour 
tests, their contributions to class development, and 
a final examination. Prerequisites: Calculus II or the 
specific permission of the instructor. 

NMA 334 Spring Term 

Probability and Statistics It 

Prof. Billy Maddox 

This course is a continuation of Probability and 
Statistics I, a course in the mathematical develop- 
ment of probability and statistics. The same text is 
used as the previous course. Students will be 
evaluated on the basis of three one-hour tests, their 
contributions to class development and a final 
examination. Prerequisites; Probability and Statistics 
I (NMA 333). 

NMA 335 Fall Term 

Abstract Algebra I 

Prof. George Lofquist 

This two-course sequence in abstract algebra begins 
with naive set theory and some properties of the 
integers. Various algebraic structures including 
groups, rings, vector spaces, and fields are then 
studied. Text; To be determined. Evaluation will be 



(Bl 



based on assigned problem solutions, periodic 
quizzes, and a final examination. Prerequisites: 
Calculus III or Linear Algebra. 



NMA 336 
Abstract Algebra II 

Prof. George Lofquist 



Spring Term 



This course is a continuation of Abstract Algebra I . 
The same text is used as in Abstract Algebra I . The 
evaluation will be the same as in the previous course 
which serves also as the only prerequisite. 



NMA 431 Fall Term 

Applied Mathematics 

Prof. Robert Meacham 

Mathematics is appreciated not only as an art form 
in itself(!), but also as the language by which 
phenomena from physical, economic, sociological, 
biological, or psychological fields can often be 
quantified, simulated, or explained. This is done by 
constructing mathematical models of the other 
fields. In the fall of 1976 the topic focused upon will 
be modern control theory. Automatic control 
processes are of paramount importance in modern 
industrial and engineering technology. The 
mathematical theory underlying modern control 
theory is based upon linear algebra and differential 
equations. The differential equations theory 
needed will be developed as we go. Textbook: 
Modern Control Theory by William L. Brogan, 
Quantum Publishers, 1974. Evaluation is based upon 
homework, tests, and a final examination. Pre- 
requisites: Calculus III and Linear Algebra. 



PHYSICS 

NPH 141 Fall Term 

Fundamental Physics I 

Prof. Wilbur Block 

The aim of physics is to understand the nature of the 
physical world, particularly the particle and wave 
phenomena which arise for the inertial and electrical 
properties of matter. The three-course sequence. 
Fundamental Physics, I, II and III, presents a 
contemporary view of the concepts, principles, and 
theories which express this understanding in a basic 
and elementary form. Course content is presented by 
means of descriptive and quantitative textbook 
material, appropriate laboratory exercises, and 
synthesizing lectures and discussions. Required 
reading is restricted to a text such as Hailiday and 
Resnick, Fundamentals of Physics. Evaluation is 
based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Fundamental Physics I deals principally 
with particle motions, elastic waves, and heat and 
thermodynamics. Prerequisites: Pre-Calculus Skills 
(NCM 112) or its equivalent. 



NPH 142 
Fundamental Physics II 

Prof. Irving Foster 



Spring Term 



This second course of the elementary physics 
sequence deals with the phenomena of electricity 
and magnetism, elastic waves, electromagnetic 
waves and optics. The same text is used as in the first 
course. Evaluation will be the same as in the first 
course. Prerequisites: Fundamental Physics I 
(NPH 141) or consent of the instructor. 



NMA 499 

Independent Research - Thesis 

Mathematics Staff 



Fall, Spring 



Seniors majoring in mathematics may, upon 
invitation of the mathematics faculty, do research 
and write a thesis under the direction of a member of 
that faculty. The submission of the resulting written 
thesis and an oral defense will, upon approval of the 
mathematics faculty, satisfy the comprehensive 
examination requirement for graduation. Prerequi- 
sites: Excellence in mathematics courses through the 
Junior year and invitation by the faculty. 



NPH 241 
Fundamental Physics ill 

Prof. Irving Foster 



Spring Term 



This course is an optional continuation of the 
elementary physics sequence. It deals with atomic 
and nuclear phenomena and with special relativity. 
A basic text such as Wiedner and Sells, Elementary 
Modern Physics, is used. Evaluation is based on 
assigned problems and exercises, on laboratory work 
and on several major and minor quizzes. Prerequi- 
sites: Fundamental Physics II (NPH 241) or consent 
of the instructor. 



(J2) 



NPH 341 
Classical Mechanics 

Prof. Irving Foster 



Spring Term 



This intermediate course includes a study of the 
dynamics of particles and systems of particles and 
rigid bodies, an introduction to elastic media and 
elastic waves, and the treatment of the Lagrangian 
and Hamiltonian formulations of dynamics. Work is 
based on a text (not yet determined) with supple- 
mentary readings as appropriate to the needs of the 
student. A set of problems and a final exam are used 
for evaluation. Prerequisites: Fundamental Physics II 
(NPH 142) and Differential Equations (NMA 234), 
or consent of the instructor. 



NPH 342 Spring Term 

Electricity and Magnetism 

Prof. Irving Foster 

Emphasis is placed on the fundamental role of 
Maxwell's equations in the study of electric and 
magnetic fields and of AC and DC circuits. 
Electromagnetic wave theory is introduced. Work is 
based on a text (not yet determined) and on 
supplementary readings as the student requires. A 
set of problems and a final exam are used for 
evaluation. Prerequisites; Fundamental Physics II 
(NPH 142) and Differential Equations (NMA 234), 
or consent of the instructor. 



NPH 345 

Electronics for Scientists 

Prof. Wilbur Block 



Spring Term 



See NCM 204 (Electronics) for general description 
and evaluation. The difference in the two courses is 
that this course treats the material in greater depth 
and with more mathematical rigor. Ordinarily a 
student cannot receive credit for both NCM 204 and 
NPH 345. Students having a knowledge of calculus 
should take this course. Prerequisites: Knowledge of 
basic calculus. 

NPH 443 Fall Term 

Quantum Physics I 

Prof. Wilbur Block 

Experimental results leading to the formulation of 
modern quantum theory will be studied. The 
Schroedinger wave equation will be used to solve 
physical problems treating a variety of one- 
dimensional potential functions, with special 
attention to the comparison of classical and 
quantum results. Materials to be used will be a text 
(to be determined) with some audio-visuals. Evalua- 



tion will be based on solutions to assigned problems 
and written examinations. Prerequisites: Consent of 
instructor. 



NPH 444 
Quantum Physics II 

Prof. Wilbur Block 



Spring Term 



This is a continuation of Quantum Physics I . The 
three-dimensional wave equation is studied with 
particular application to hydrogenic atoms. 
Identical particles are introduced with emphasis on. 
low-energy scattering. Text: To be determined. 
Evaluation will be based on solutions to assigned 
problems and written examinations. Prerequisites: 
Quantum Physics I (NPH 443) or consent of the 
instructor. 



NPH 499 

Independent Research - Thesis 

Physics Staff 



Fall, Spring 



Outstanding students majoring in physics normally 
are invited to engage in active research and to 
prepare a thesis in lieu of Senior comprehensive 
examinations. Apparatus is available for research in 
low-energy ionic-atomic scattering, the primary 
current research interest of the physics staff. 
Additional equipment is available for studies in x-ray 
crystallography, and high vacuum techniques. 
Designed primarily for thesis students, this course is 
available to others by special permission of the staff. 
Evaluation is based on the presentation and oral 
defense of the thesis. 

PSYCHOLOGY 

NPS 112 [Modes of Learning] Module III 

Thinking and Problem Solving 

Prof, /ames MacDougall 

The purpose of this course is to improve the partici- 
pant's ability to think. Thinking is a skill or, rather, a 
complex of skills which can be taught. Most of us 
acquire these skills in a haphazard manner and apply 
them in our daily life in a hit-or-miss fashion. Often 
we revert to habitual application of only a single 
mode of thought and are frustrated when particular 
problems or situations require different conceptual 
approaches. This class will employ a variety of 
readings, lectures, and training exercises to broaden 
the modes of thought available to the individual and 
the flexibility with which different cognitive 
strategies are used. You are guaranteed to come out 
of the class a better thinker. Texts: To be selected. 
Evaluation: Performance on assigned problems and 
quality of an academic journal. Prerequisites: None. 
Limit: 20 students. 



(A) 



NPS 114 [Modes of Learning] Module III 

The Biological Bases of Human Behavior 

Prof. Salvatore Capobianco 

Our behavior is wondrously complex; yet, like all 
other biological processes, it is shaped and 
constrained by the structure and physiology of our 
bodies. All that we see, hear, think, feel, and 
remember is to some degree a reflection of the 
organization of our central nervous system, and the 
continuous interplay of nervous and biochemical 
processes. The purpose of this course is to give the 
student an understanding of these processes. To do 
this, we will focus on the central nervous system and 
major sensory systems. Text: Not yet determined. 
Evaluation will be based on several tests and a final 
examination. Prerequisites: None. 



NPS 261 Module IV 

Fundamentals of Psychological Research 

Prof. Salvatore Capobianco 

This course will attempt to introduce the student to 
the nature of research and experimentation in 
psychology. Starting with the basic understanding of 
research methodology, the topics of formulation of 
hypotheses, design of experiments, execution of 
experiments, analysis of data, and communication 
of results to co-workers in the field will be included. 
All phases of experimentation will be covered, 
including observational techniques and correlational 
and laboratory methods. Evaluation will be based on 
quality of (a) several one-hour quizzes, (b) a labora- 
tory notebook, and (c) a formal research or library 
review paper. Texts: Not yet selected. Prerequisites: 
Introduction to Psychology and a course in statistics. 

NPS 365 Fall Term 

Learning and Behavior Modification 

Prof. Salvatore Capobianco 

This course is a survey of contemporary theory and 
research directed toward an understanding of the 
mechanisms of human and animal learning. The 
major focus of the course will be upon complex 
learning processes in man and the application of 
these principles to pragmatic issues of human 
behavior. Course topics include (a) the evolution of 
learning mechanisms (one week), (b) early psycho- 
logy theories of learning (two weeks)-, (c) operant 
conditioning principles and their application to the 
control of human behavior (five weeks), (d) cogni- 
tion and verbal learning in man (six weeks), in 
addition to being a basic course in the psychology 
major program, this class should be of considerable 
value to primary and secondary education majors. 



Therefore, a special effort will be made to 
accommodate those students with limited back- 
grounds in psychology. Evaluation will be based 
upon (a) a formal lecture/readings notebook, (b) a 
library reading log, and (c) a comprehensive final 
examination. Texts: Not yet selected. Prerequisites: 
Introductory Psychology. 

NPS 366 Spring Term 

Personality 

Profs. Salvatore Capobianco, Theodore 

Dembroski , James MacDougall, 

Thonnas West 
See course description in BES course listings. 

NPS 367 Fall Term 

Animal Behavior 

Profs. Salvatore Capobianco, 
lames MacDougall 

This course is designed to introduce the student to 
major theories and areas of research in the field of 
animal behavior. Topics to be covered include 
(a) behavior genetics and evolution, (b) communi- 
cation, (c) orientation mechanisms, (d) motivation, 
and (e) social behavior. The class will meet twice a 
week for lectures and once for formal laboratory 
projects. A major emphasis will be placed on the 
acquisition of field observation and analysis skills, 
and each student will be expected to carry out a 
number of independent projects involving the study 
of behavior patterns in local species. A two-three 
day field trip to Monkey Jungle in Miami is planned 
to study primate behavior. Evaluation will be based 
on a formal lecture/readings notebook and the 
quality of laboratory work. Text: J.L. Brown, The 
Evolution of Behavior. Prerequisites: Biological Basis 
of Human Behavior or permission of instructors. 



NPS 462 

History and Systems 

Prof. James MacDougall 



Spring Term 



This is an advanced course intended primarily for 
Junior and Senior psychology majors, its purpose is 
to develop a historical and conceptual framework 
within which one may understand the evolution and 
structure of modern psychology. The major portion 
of our efforts will be devoted to tracing the 
development of the primary systems of thought 
within psychology rather than formulating a chrono- 
logical description of men and events. Performance 
will be evaluated on (a) a formal lecture/readings 
notebook, (b) a required research paper, and (c) a 
comprehensive final examination. Text: Schultz, A 
History of Modern Psychology, plus supplementary 
reading. Prerequisites: Introductory Psychology. 



^ 



NPS 468 Fall, Spring 

Biopsychology Seminar [2-year sequence] 

Prof, lames MacDougall 

The Biopsychology Seminar provides a forum for the 
presentation and discussion of original research of 
interest to the biopsychology major. A general rubric 
is selected each semester by the participating faculty 
members and students, and each student selects a 
research topic within the area to present to the 
seminar as a whole. Evaluation will be based on the 
quality of student presentations and participation in 
paper discussions. Prerequisites: Presentations open 
to all, major in biopsychology required for credit. 
Normally taken during Junior and Senior years for 
one course credit. 

NPS 499 Fall, Spring 

Independent Research - Thesis 

Prof, lames MacDougall 

Students majoring in biopsychology or related areas 
may elect to devise an independent study project 
with one of the participating faculty members. Such 
projects may be oriented toward library research and 
reading, or may involve laboratory or field research 
projects. Directed research leading to a Senior thesis 
is normally available only by invitation of the parti- 
cipating faculty member. Students planning to do a 
Senior thesis must complete a preliminary research 
proposal by April of their Junior year. 

For other psychology courses see Creative Arts and 
Behavioral Science Collegia. 



PHYSICAL EDUCATION 

The following activities do not carry course credit. 



Red Cross Advanced First Aid and 
Emergency Care 



Fall Term 



This 40-hour course consists of the philosophy 
behind First Aid; wounds, specific injuries, and 
shock; respiratory emergencies, drowning, and re- 
suscitation; poisoning, drugs and drug abuse; burns 
and exposure to radiation, heat and cold; bone and 
joint injuries, immobilization and splinting; dressing 
and bandages; sudden illness and emergency 
childbirth; extrication and emergency rescue and 
transfer. 



Red Cross Beginning Swimming 



Modules I, IV 



on to take Red Cross Advanced Beginner in the same 
module and thus earn two certificates fromRed 
Cross. Test: SWIMMING AND WATER SAFETY, Red 
Cross. Evaluation: performance of swimming strokes 
and skills. Prerequisite: a desire to learn to swim. 



Red Cross Water Safety Instructor 



Module IV 



This 12-hour course consists of some reading and 
much practical work on basic swimming strokes and 
skills. Students who make sufficient progress may go 



This recently revised (1973) 30-hour W.S.I, course 
consists of the methodology of teaching Swimming 
and Water Safety and Lifesaving and the practical 
work of composing lesson plans and doing practice 
teaching. Its completion certificate authorizes one 
to teach any of a number of Red Cross courses, 
including Advanced Lifesaving, and is a prerequisite 
for the jobs of camp waterfront counselor or aquatic 
director and lifeguard at many municipal pools. 
Text: SWIMMING AND WATER SAFETY, LIFE- 
SAVING: RESCUE AND WATER SAFETY, BASIC 
RESCUE AND WATER SAFETY, and the concomitant 
instructor manuals. Red Cross. Required: set of 
mask, fins, and snorkel. Evaluation: quizzes, lesson 
plans, practice teaching demonstrations, and a 
written final examination. Prerequisite: Advanced 
Lifesaving certificate and Swimmer certificate or the 
passing of an equivalency test. 

Red Cross Advanced Lifesaving Modules I, III, IV 

This 26-hour course consists of practical work and 
also some reading and lectures on: personal safety 
and self rescue; swimming rescues, defenses, 
releases and escapes; search and rescue; special 
rescue and removal techniques and first aid; beach 
and surf rescue and lifeguarding; small craft safety. 
It is the revised (1973) course that replaces Senior 
Lifesaving, and the certificate it carries is the only 
prerequisite for some lifeguarding jobs and is one of 
the prerequisites for the revised W.S.I, course. Test: 
LIFESAVING: RESCUE AND WATER SAFETY, Red 
Cross. Required: set of mask, fins, and snorkel. 
Evaluation: quizzes and demonstrated skills; written 
and skill final examinations. Prerequisite: good 
swimming endurance (500 yards continuously); 
marked ability in swimming strokes and related skills 
as evidenced by passing an admissions test. 

Red Cross Intermediate and Swimmer Courses 

Modules I, III, IV 

This 12-hour course is for students who already have 
a fair to good proficiency in swimming, but who 
want to increase their endurance and versatility and 
perfect the additional strokes and skills that will 
make them all-round swimmers. Successful 
completion of the Intermediate or the Swimmer part 
of this course meets the swimming requirement for 
Advanced Lifesaving or for Water Safety Instructor, 



(^ 



respectively. Those entering with skills at the 
Beginner Swimming level will probably finish having 
progressed through the Advanced Beginner and 
Intermediate levels. Test: SWIMMING AND WATER 
SAFETY, Red Cross. Evaluation: performance of 
swimming strokes and skills. Prerequisite: swimming 
ability equivalent to having passed at least the Red 
Cross Beginner course. 

Beginning Tennis 

This course is designed to give the student an intro- 
duction to the game of tennis and to help him 
develop the basic skills of the game. The text, Tennis 
by Johnson and Xanthas, will be used. Evaluation 
will be based on written, skills, and form 
examinations. 

Advanced Tennis 

This course is designed for students who wish to con- 
tinue studying tennis beyond the beginning level. 
Evaluation will be based on written, skills, and form 
examinations. Prerequisite is Beginning Tennis or the 
equivalent. 



WINTER TERM PROJECTS 

An "A" after the number in a winter term project in- 
dicates that the project is an alternate to an off- 
campus winter term project, and will be offered only 
if the off-campus winter term project is cancelled. 

ON-CAMPUS 

WINTER TERM PROJECTS 

FOUNDATIONS COLLEGIUM 

FWT 1 
Study Skills 

Prof. Nancy Carter 

This project is designed to develop general learning 
skills through study and practice of reading, writing, 
listening, vocabulary-expanding, researching, and 
self-motivating. Basic texts: Sheridan Baker's The 
Practical Stylist, Kate L. Turabian's A Manual For 
Writers, Thomas Staton's How To Study, and Nancy 
Davis's Vocabulary Improvement. Students select 
their own reading materials for reading and study 
technique practice. Evaluation by weekly in-class 
essays; vocabulary quizzes; discussion participation; 
a brief research paper; regular individual 
conferences. Open to upperclassmen as well as 
Freshmen; limit 20. There are no prerequisites. 



COLLEGIUM OF CREATIVE ARTS 

AWT 1 

Theatre Production 

Prof, lames Carlson 

Students will engage in various aspects of theatre 
production. Specific assignments will grow out of 
the productions undertaken, and it is expected that 
three or more short works will be presented. In 
addition to rehearsals and production assignments, 
students will be expected to attend regular critique 
sessions and to participate in technical exercises as 
scheduled. Because of the group nature of the 
projects involved, students will be expected to be on 
campus and on call throughout the period of the 
winter term. Permission required. 



AWT 2 

Fantasy Workshop 

Prof, lames Crane 

The purpose of this project is to attempt to find ways 
to free the imagination. We will proceed in two 
phases. First we will involve ourselves in fantasy- 
building situations for their own sake with no 
attempt to structure them into a product. Second, I 
will be working with people who have some 
command of a medium. This phase will involve the 
students in producing works which are disciplined in 
media but fantasy in content. Prerequisites include 
consent of the instructor with samples of previous 
work. 



AWT 3A 

How the Body Communicates 

Prof, loan Frosch 

This project is designed to assist the theatre student 
in understanding the personality of body movement. 
How does body movement contribute to the power- 
ful communication of thoughts, words and feelings? 
How can we portray a character by his/her move- 
ment? We will explore the movement aspect of 
characterization as a basic necessity to effective 
interpretation of the dramatic persona. Class 
projects will be coordinated with those of ATM 1 
(Theatre Production). Evaluation will be based on 
class projects and developed ability in the 
physicalization of a character. Students available 
daily throughout winter term with interest in the 
theatrical experience are welcome. Prerequisite: 
permission of the instructor is required. 



(jh 



AWT 4 

Kierkegaard: A Kind of Poet 

Prof, lerry Cill 

The focus of this project will be on Kierkegaard's 
work as literary art in its own right and as a means of 
understanding his philosophical and theological 
thought. An effort will be made to integrate his 
personal life and self-understanding with the wide 
scope of his authorship and his overall contribution. 
The project is conceived of as an interdisciplinary 
one, styled for students in literature, writing, philo- 
sophy, psychology and religion. The texts include 
W. Lowrie's A Short Life of Kierkegaard, R Bretall's 
anthology of Kierkegaard's writings, A Kierkegaard 
Anthology, J. Gill's anthology. Essays on Kierke- 
gaard, and L. Mackey's Kierkegaard: A Kind of Poet. 
There will be daily discussion, two short papers, and 
a final, integrative, educational experience. 



AWT 5 
Printmaking 

Prof. Robert Hodgell 

An exploration of various traditional and experi- 
mental printmaking media. Students will be 
expected to become familiar with various relief, 
intaglio and serigraphic processes and will do experi- 
mental work in each. Critiques will be held at regular 
intervals and field trips where appropriate. The 
emphasis will be on studio work and preparing and 
hanging a final exhibit of the best work done. 



AWT 7 

Project in Elementary Education Methods 

Prof. Molly Ransbury 

This project is a continuation of Elementary Educa- 
tion Methods 1, and is designed to offer the student 
the opportunity to delve more deeply into methodo- 
logical theory, to observe application of that theory 
in actual practice, and to incorporate theory and 
practice into a personal concept of teaching 
behavior. Observation and participation in the 
elementary school is supplemented by seminars and 
individual conferences. Evaluation is based on a 
comprehensive observation journal as well as 
development of creative manipulatives which 
enhance instructional methodology. 



AWT 8 

New Directions in Music 

Prof. Shirley Smith 

This project will serve as an introduction and general 
survey of music from the beginning of the 20th 
Century to the avant garde music of the 1970's. The 
student will explore the history, philosophies, 
materials, composers, and works pertaining to the 
mainstream (traditional) music as well as music 
which represents a radical departure from tradition. 
Required reading: "Twentieth Century Music", 
Struckenschmidt; "New Directions in Music", Cope. 
Criteria of evaluation: class discussion, short papers 
and a final examination or research paper. 



AWT 6 
Bookmaking 

Prof. Richard Mathews 

An intensive survey of the history and practical skills 
of making books, including basic elements of paper 
making, typography, printing and binding. The 
project will begin with an historical survey of the 
evolution of the printed book. This will be followed 
by daily workshop sessions devoted to practical 
techniques. Students will experiment with manu- 
facturing their own paper, designing and printing 
sample pages on letterpress, and binding a small 
booklet. Evaluation will be based on a portfolio of 
work completed during the course and a final exam 
covering history and technique. Enrollment limited 
to 15. Prerequisite: permission of instructor 
required. 



AWT 9 

Renaissance and Baroque Consort Music 

Prof. William Waters 

A study will be made of the Recorder (early flute) 
and the Crumhorn (early reed instrument). Each 
student will learn to play one of these instruments 
and will be assigned to a cConsort of players of his 
own reading ability level. A study of the melody, 
rhythm.s, and forms of the music composed for these 
instruments will be made. A paper will be required 
on this aspect of the research. A conference with the 
instructor is necessary before Christmas vacation so 
we can determine the number of instruments needed 
(the supply is limited). Reading material is Method 
of the Recorder by Ciesbert. The school will provide 
the rest of the nnusic. Evaluation will be based on 
satisfactory performances of assigned literature and 
a research paper. Prerequisites: none. 



(^ 



COLLEGIUM OF LETTERS 

LWT 1 

Aztec Life and History 

Prof. Burr Brundage 

This is a thorough examination of Aztec life— history, 
culture, religion, warfare, language, art, etc. The 
text for the project will be Brundage, A Rain of 
Darts, and the student will be responsible for the 
basic knowledge contained therein. The student will 
turn in a paper of approximately twenty pages on a 
subject of his own choosing. There will be lectures in 
the first week of the course and at intervals there- 
after, but the student's time will be mainly taken up 
with his reading and paper preparation. 



LWT 2 

Words, Self, Growth 

Prof. Howard Carter 

We will explore concepts of self and growth through 
the medium of words. Our approach will be (1) to 
read about a dozen books, such as Zen Mind, 
Beginner's Mind, Centering, Tao Te Ching, Mon- 
taigne's Essays, Guenther's Love View, a Platonic 
dialogue. Black Elk Speaks, Polanyi's Tacit 
Dimension, Herrigel's Zen and the Art of Archery, 
and selections from Kierkegaard, Gary Snyder, the 
Bible, and probably some poetry and short fiction, 
(2) to discuss as a group what we learn from these 
works and what we can share through spoken words 
about our own searches and adventures, and (3) to 
write reflections, reveries, essays, mostly short, 
about topics that seem to us most important. 
Students will also report on one other work. 
Evaluation will be on discussion and writing. 
Prerequisite: a willingness to share and to listen. 
Limit: 20. 

LWT 3 

Contemporary Women Writers in France 

Prof. Re jane Genz 

One of the most striking aspects of French literature 
today is that it is very nearly dominated by women 
writers. The first two days of winter term will be 
devoted to getting acquainted with these writers. 
The individual student will then decide to read one 
work by each of several authors, or to concentrate 
on just one writer. The project will be offered in 
French and in English. There are no prerequisites for 
those taking it in English. For the student wishing to 
read the works in French, a third-year level of 
proficiency in the language is desirable. 



LWT 4 

The South in American History 

Prof. William McKee 

What is "the South"? Is there a "Southern identity"? 
In this project students will examine some aspect of 
Southern history since the Civil War in an attempt to 
define the place of the South in American history. 
Specific research topics might include the heritage 
of Reconstruction, the Progressive Movement in the 
South, Black history, the history of race relations, 
economic and social change, religion in the South, 
and the sectional theme in Southern literature. 
Students will write a research paper relating their 
topic to the general problem of defining Southern 
identity. Each student should read Cash, The Mind 
of the South, and Grantham, The South and the 
Sectional Image, at the beginning of the term. Open 
to all students. 

LWT 5 

Research in American National 
Government and Politics 

Prof. Felix Rackow 

The objective of this project is the development of 
an understanding of some aspect of the national 
government and politics in the United States. With 
the approval of the instructor, students may pick any 
topic of interest to them within the general areas of 
the Constitution, political parties, pressure groups, 
Congress, the presidency, the judiciary, or civil 
liberties. The production of a scholarly paper will be 
the goal of the student's research. 

LWT 6 
Journalism 

Donald Baldwin, Tom Brown, 
Modern Media institute 

This project will provide the student with an inten- 
sive involvement in the theory and practice of news- 
paper writing and reporting. For the first two or three 
weeks, mornings will be spent in classroom work on 
writing techniques, learning interview procedures, 
visits to the St. Petersburg Times library, and in 
writing standard types of news stories. Afternoons 
will be spent on news assignments with Times and 
Independent reporters. Each student will write a 
story on the event, turning one copy over to the 
reporter and the other to the Winter Term faculty for 
editing and criticism. The last week will be spent in 
planning, collecting information, and writing a 
major feature or investigative story. Text for the 
Winter Term will be Reporting by Mitchell V. 
Charnley (3rd ed.). Evaluation will be based on 



(73) 



participation and on the written work turned in, with 
40% of the grade based on the major feature article. 
Limit. 10. 



LWT 7 

Philosophy and Mysticism 

Prof. William Narum 

A critical examination of mystical experience as 
reported by selected Eastern and Western mystics. 
Both aspects of mysticism— the theoretical, as a way 
of knowing, and the practical, as a way of life— will 
be studied. The relation of mystical consciousness to 
philosophical understanding will, of course, be a 
major focus. Alleged common features of all 
mysticisms, and theories about types of differences, 
will also be examined. Readings will be in Christian, 
Muslem, Hindu, and Zen mystical writings (Augus- 
tine, Meister Eckhardt, Shankara, etc.). Students will 
be evaluated by a major paper on one topic or 
mystical writing of their own choosing, and by 
participation in the seminar discussions which will 
require a few shorter papers. Prerequisites: none. 



COLLEGIUM OF 
COMPARATIVE CULTURES 



CWT 1 

The Works of Albert Camus [in French 
or in English translation] 

Prof. Henry Cenz 

In addition to reading Camus, La Peste; L'Etranger; 
Le Mythe de Sisyphe; Caliqula; Les Justes; Le 
Malentendu; La Chute; L'Homme Revolte; and 

selected short stories, students will consult critical 
books and journals and submit a paper on a major 
theme such as freedom, alienation, the absurd, 
moral revolt, the pursuit of happiness, human 
solidarity, integrity of the individual. The books may 
be read in French or in translation, and papers may 
be written in either French or English, depending 
upon the language proficiency of the student. There 
will be several orientation sessions the first week and 
weekly conferences with the instructor thereafter. 
The first group meeting with the instructor will be 
held on the first day of Winter Term at 10:00 A.M. in 
H-424. Students interested in this project should 
contact the instructor prior to Christmas vacation. 
Prerequisite: none for students working in English; 
intermediate level proficiency for those working in 
French. 



CWT 3A 

Unamuno: His Life and Works 

Prof. Pedro Irak as 

A thorough analysis of some of the major novels of 
Miguel de Unamuno. Parallel reading will be 
concerned with his life and philosophy as reflected 
in his novels. Students will meet once a week for oral 
reports and discussions. A term paper of 15-20 pages 
(in Spanish) on some phase of Unamuno as a 
novelist must be submitted on or by the last day of 
Winter Term. Student evaluation will be based on 
the oral reports, discussions, and the term paper. 
Students will be required to buy six books. 
Prerequisite: CSP 202 (or instructor's permission). 

COLLEGIUM OF 
BEHAVIORAL SCIENCE 

BWT 1 

Topics in Anthropological Linguistics 

Prof, loan Barnett 

Linguistics as a branch of anthropology is most often 
concerned with more than the phonetic alphabet 
and the grammatical structure of languages. Today 
the anthropological linguist finds ethnolinguistics, 
language and symbolic thought, evolution of lan- 
guage, social linguistics, and universalism in lan- 
guage suitable topics for research and analysis. After 
sdme initial study of the techniques and methods 
used by linguists, discussion in the course will be 
devoted to gaining an understanding of the relation- 
ships among language, culture and behavior. Texts 
for the project are Words and Things by Brown, 
Anthropological Linguistics by Greenberg, and 
Phonetics by Malmberg. Student evaluation will be 
based on special projects. There are no 
prerequisites. 

BWT 2 

Subcultures and Deviance 

Prof. Ted Dembroski 

This project will focus on people, life styles, 
occupations, acts, and especially subcultures that in 
some way are considered abnormal. It is not a 
project in psychopathology, but deals instead with 
the problem of being different in a culture that may 
formally or informally stigmatize those who are 
different. The topic will be approached in three 
ways: 1) Examination of theories and hypotheses 
concerning subcultures and deviance, 2) Discus- 
sions of essays based on interviews and/or 
naturalistic observation, 3) The analysis of 
scientificexperimental studies in social psychology. 
Two or three books and selected articles are required 



(^ 



reading. Data collection and analysis, a research 
report, a class presentation, and involved discussion 
are also required. Evaluations will be based on the 
originality, rigor, and scholarly contribution of the 
student's participation and work. Prerequisite is an 
introductory course in a behavioral science. 

BWT 3 

Equity and Egalitarianism 

Prof. Tom Oberhofer 

Social policy is increasingly concerned with its 
impact on the distribution of income, property and 
civil rights. Several observers have noted there is an 
increasing move to egalitarianism in social policy 
decisions. This trend has not gone unchallenged. 
The purpose of this project is to give students the 
opportunity (1) to study the controversy as to 
whether this move to greater social equality is 
desirable or not and (2) to investigate the economic 
and social implications of this trend. Students will 
read John Rawls' The Theory of Justice, which argues 
the importance of the egalitarian movement. They 
will also read critical reactions to Rawls' book. In 
addition, students will write and present a research 
paper on some aspect of the equity implications of 
social policy actions. There are no prerequisites. 

BWT 4 
Doomsday Cult 

Prof. William Winston 

The term "cult" often carries the connotation of a 
small population, a mystical experience, a lack of 
structure, and the presence of a charismatic leader. 
They are similar to sects, but represent a sharper 
break, in religious terms, from the prevailing 
tradition of a society. Cults are religious mutants, 
extreme variations on the dominant themes by 
means of which men struggle with their problems. 
This project will examine various doomsday cults, 
paying particular attention to one that was trans- 
planted to the West Coast of the United States in the 
mid-1960's from Korea. The text will be Doomsday 
Cult by John Lofland. Evaluation will be based on 
discussion and a paper. 

COLLEGIUM OF 
NATURAL SCIENCES 

NWT 1A 

Analytical Biology: Fatty Acid Profiles 
of Marine Organisms 

Prof. John Ferguson 

This project will involve using the advanced 
methods and instrumentation of temperature pro- 
grammed gas-liquid chromatography to profile the 



fatty acids of select groups of marine organisms. An 
intensive effort will be made to compare the fatty 
acid profiles of different species and relate them to 
their food sources, natural history, taxonomic 
relationships, and other factors. Required reading: 
original scientific literature. Evaluation will be based 
on participation, effort, and quality of final paper. 
Prerequisites: Basic courses in biology and 
chemistry. 

NWT 2 

What's Going on in Biological Research 

Prof. William Roess 

Students will participate as members of a current 
literature journal club. They will investigate the 
current literature in one or more of the following 
areas: cell biology, genetics, experimental embry- 
ology, medical aspects of biological research, and 
biochemistry. The students will abstract the papers 
in a notebook and each student will give a seminar 
covering a reasonable time span of the literature. 
Students will be evaluated on their journals and on 
the quality of their seminar presentation. Prerequi- 
sites: high school level of biology and chemistry. 

NWT 3 

The Lowry-Bronsted Acid/Base Reaction: 
The Limits for Salt Formation 

Prof. Philip Ferguson 

While the interaction of acids with bases to form 
salts is a common reaction, not all acids will react 
with all bases. The project will investigate a postu- 
late that would permit prediction of the boundary 
conditions where this reaction may or may not 
occur. Establishment of the postulate may well yield 
a new method of approximating acid strengths. Each 
participant will investigate a different acid/base pair 
system in the laboratory with special attention paid 
to the effects of different solvents. Infrared spectro- 
scopy will be the principal analytical tool. The 
student will be expected to present the results of his 
investigation in a paper similar to those to be found 
in the chemical literature for evaluation. Prerequi- 
sites: Organic Chemistry I (NCH 221). 



NWT 4A 
Coordination Chemistry 

Prof. Richard Neithamer 

When transition metal ions are bonded to inorganic 
or organic ions or molecules, the resulting com- 
pounds or species in solution are known as co- 
ordination compounds or complex ions, respective- 
ly. In this project we will deal with the chemistry of 



(^ 



these coordinated species, including exposure to 
such concepts as symmetry, liquid field theory, and 
molecular orbital theory. Students will learn how to 
apply such analytical and physical tools as ultra- 
violet, visable, and infrared spectra; chemical 
kinetics; equilibrium; and thermodynamics to 
provide meaningful information concerning 
structure and properties of a variety of species. Text: 
To be determine. Students will be expected to keep a 
well documented laboratory notebook and to 
prepare a technical report detailing the results of the 
laboratory work. Prerequisites: At least one year of 
high school chemistry; one semester of college 
chemistry is highly recommended. 

NWT 5 

The Practical Art of Problem Solving 

Prof. George Lofquist 

This project is offered for the benefit of anyone who 
has not yet become proficient in the art of problem 
solving, and who needs such a skill. It should be 
particularly appropriate for students who expect to 
take any course in which quantification or geometric 
problems will arise and for those who expect to be 
teaching such courses sometime in the future. A 
variety of approaches to problem solving will be 
presented for imitation and practice. These will 
include pattern recognition, case histories of 
solutions, contradiction, working backwards, 
induction, and generalizing, together with judicious 
guessing. The students will be required to keep a 
journal for evaluation and other evaluation criteria 
will be determined by the group. Prerequisites: high 
school algebra and geometry. 

NWT 6 
Computer Project 

Prof. Billy Maddox 

This is an open-ended project suitable for students at 
any level of knowledge about computers. Beginners 
will learn to program in the language BASIC, and the 
more ambitious will also learn FORTRAN. Each 
student will work many small problems in learning 
the languages and one major problem or project. 
This project will be useful to any student whose 
course of study calls for data analysis or a significant 
amount of computation. Work will be done on 
Eckerd's time-sharing computer facility. Evaluation 
will be based on the number and quality of programs 
submitted, the quality of a major project developed 
using student initiative and imagination, and 
performance on a final examination on flowcharting 
and programming in the BASIC language. 
Prerequisites: A desire to learn and a willingness to 
work. 



NWT 7 

Drugs and Behavior 

Prof. Salvatore Capobianco 

This project will involve a detailed study of the 
physiological and behavioral effects of drug actions 
on the central nervous system. The treatment uses of 
such psychoactive agents as energizers, tran- 
quilizers, and psychotomimetics (hallucinogens) 
and their applications to specific mental disorders 
will be explored. In addition, more diverse topics 
including the genetic and environmental aspects of 
drug abuse, drug study designs, and research 
problems will be considered. The required textbook 
is to be determined and will be supplemented by 
selected readings from contemporary sources and by 
periodic seminars. Students will be expected to 
prepare a well-researched paper on a specific topic 
of their choice for evaluation as well as class 
participation. Prerequisites: The Biological Bases of 
Human Behavior (NPS 114) or consent of the 
instructor. 

OFF-CAMPUS 

WINTER TERM PROJECTS 

AWT 3 

Dance, Dancers and Dancing in London 

Prof. Joan Froscti 

London is one of the world's exciting centers of 
dance today. In this project we will view a wide 
range of modern dance and ballet performances, 
plan visits to professional rehearsal studios to watch 
rehearsals and discuss ideas, and visit public schools 
where dance has become a regular part of the 
curriculum. Simultaneously we shall actively explore 
the many opportunities for professional dance 
training in London. Each student will participate in 
at least three technique classes per week at the 
beginning, intermediate or advanced level at a 
professional dance school, and, as a group, we shall 
prepare an environmental (church, museum, etc.) 
dance performance as a final project. 

LWT 8 

The Swedish Connection 

Prof. Alan Carlsten 

This project will investigate the many facets of 
Swedish life and culture. Approximately one week 
will be spent in each of the three major urban 
university areas of Sweden: Malmo-Lund, Stockholm 
and Gothenberg. Lectures, tours, and museum visits 
will be features of the project. The final week will be 
spent in London where a comprehensive 
introduction to both English and London culture will 



(^ 



be offered to the students. In addition to the 
Swedish experience, students will visit Denmark and 
Norway for a brief period. For those who are 
interested, Prof. Carlsten will offer an intensive 
course in the Swedish language. Required reading; 
Willis Dixon, Society, Schools and Progress in 
Scandanavia. Evaluation will be based upon a 
journal and a brief paper. There are no prerequisites. 

CWT 2 

Introduction to Colombian Culture 

Prof. Frank Figueroa 

This is a study-travel project designed to give the 
participants an on-site introduction to the culture of 
the Colombian people. It will be located primarily in 
Bogota, the cultural and political capital of 
Colombia, with the facilities of the Centro Latino 
Americano of the Javeriana University at the 
disposal of students and faculty. There will be 
lectures and related group activities, and an 
opportunity to visit Barranquilla and Cartagena, 
located on the Caribbean coast of Colombia - areas 
of marked contrast to the Andean region of Bogota. 

CWT 3 

Mexico: Language and/or Culture 

Prof. Pedro Trakas 

Place; Cuernavaca, Mexico. First-hand experience of 
the language and/or culture of Mexico "on the 
spot." For language students, two levels; Beginning 
and Advanced. Other students, wanting only the 
cultural experience, will attend lectures and take 
field trips. All students will record daily their 
experiences in a journal. Advanced Spanish students 
will write in Spanish. There will be a final exam. 
Student evaluation will be based on active 
participation, the journal, and the final exam. Texts; 
Paz's The Labyrinth of Solitude (Culture), Wolfe's 
Spanish Study Aids (Beginning Spanish), DeSilva's A 
Concept Approach to Spanish, Third Edition, 
(Advanced Spanish). Prerequisite for Advanced 
Spanish only; CSP 201/2 (or instructor's 
permission). 

NWT 1 

The Dry Tortugas Expedition: An Odyssey 
of Sailing, History, and Natural History 

Prof, lohn Ferguson 

After a week's preliminary orientation on campus a 
two-week sailing^nd camping expedition will be 
mounted to the historic Dry Tortugas Islands, 
located 200 miles south of St. Petersburg in the Gulf 
of Mexico. Studies will be made of the Fort Jefferson 



National Monument (the U.S. "Devils Island"), the 
ruins of the Carnegie Institution's Marine Laboratory 
(the premier Tropical Biology Station), the abundant 
tropical fauna that exists in the area, and the island 
group's geological and oceanographic features. 
Upon return to St. Petersburg each student will 
compile a paper on some aspect related to the 
expedition. Required reading; portions of The 
Voyage of the Beagle (Darwin), The Living Tide 
(Berrill), andSeashores (Zim-lngle). Evaluation will 
be based on(1) level of participation, (2) 
cooperativeness in close communal living, (3) merit 
of final paper. Enrollment limited to twelve students. 
Preference given to majors in the sciences and 
history. No specific prerequisites required. 

NWT 4 

The Fabulous Science Museums of London 

Prof. Richard Neithamer 

The culture of London includes many fabulous 
science museums, among these the Natural History 
Museum, the Geological Museum, the Science 
Museum, Kew Gardens, and the Greenwich 
Observatory. Introductory special lectures and 
behind the scenes tours will be presented at each of 
the museums. Students will then have the 
opportunity to participate in many of the lectures 
and the films that are presented throughout the 
month of January. Students will be expected to 
participate in an agreed upon number of these 
presentations, keep an appropriate journal and 
present a final paper on some aspect of one of the 
museums. The literature of the museums will be 
made available to the students and will comprise the 
basic reading material. Evaluation will be based on 
effective participation, the journal, and the final 
paper. Prerequisites; None. 

The preceding is not a complete list of Winter Term 
projects available, but of those being offered by 
Eckerd College Staff only. 



(^ 



ADMISSION 

Eckerd College admits students of any race, color, 
national or ethnic origin. 

Freshman Admission 

Admission to Eckerd College is based on past 
academic performance, achievement on examina- 
tions, and upon intellectual potential, special talent, 
range of interest, emotional maturity and potential 
for personal development. Applicants are expected 
to understand the statements of college purpose and 
commitment. An application to Eckerd represents a 
student's declaration of intention to contribute to 
the fulfilment of those commitments. 

YOUR APPLICATION 

1. Request application forms in Junior year or early 
in your Senior year from the Director of Admissions. 

2. Complete and return your application to the 
Director of Admissions, with an application fee of 
$15 (non-refundable) at least two months prior to the 
desired entrance date. Students who are financially 
unable to pay the $15 application fee will have the 
fee waived upon request. 

3. Request the guidance department of the 
secondary school from which you will be graduated 
to send an academic transcript and personal recom- 
mendation to: Director of Admissions, Eckerd 
College, Box 12560, St. Petersburg, Florida 33733. 

4. Arrange to take the Scholastic Aptitude Test 
offered by the College Entrance Examination Board 
or the ACT Test Battery, offered by the American 
College Testing Program. 

EARLY ADMISSION 

Students may be admitted to Eckerd College before 
completion of the normal secondary school 
program. Applicants for early admission are required 
to have an interview and an outstanding academic 
record with commensurate SAT and/or ACT scores. 

Advanced Placement Program 

Courses are honored at Eckerd College on the basis 
of scores on the Advanced Placement Examination 
administered by the College Entrance Examination 
Board. Scores of four and five automatically certify 
the student in the course covered by the examina- 
tion. Scores of three are recorded on the student's 
permanent transcript and are referred to the faculty 
of the appropriate discipline for recommendations 
concerning credit. 



COLLEGE-LEVEL EXAMINATION 
PROGRAM (CLEP) 





SCALED 






SCORE FOR 


MAXIMUM 




AWARDING 


SEMESTER 


EXAMINATION 


CREDIT 


CREDIT 


Algebra-Trigonometry 


55 


3 hours 


American Government 


55 


3 hours 


American History 


55 


6 hours 


American Literature 


55 


3 hours 


Biology 


55 


6 hours 


Chemistry 


55 


6 hours 


Educational Psychology 


55 


3 hours 


English Composition 


55 


6 hours 


General Psychology 


55 


3 hours 


Introductory Accounting 


55 


3 hours 


Introductory Calculus 


55 


6 hours 


Introductory Economics 


55 


6 hours 


Introductory Sociology 


55 


3 hours 


Western Civilization 


55 


6 hours 



Transfer Admission 

Applicants for transfer admission must submit an 
application for transfer admission, high school 
transcript, SAT or ACT scores, and a transcript of 
college record with a catalog from all colleges 
attended. A personal statement explaining the 
reasons for wishing to transfer is also required. 

In order to be considered for transfer to Eckerd 
College, an applicant must be in good standing at 
the institution last attended and eligible to return to 
that institution. 

Applicants must ordinarily submit official results of 
the Scholastic Aptitude Test or the ACT Test Battery 
to the Director of Admissions at Eckerd College. 
Transfer applicants who have previously taken these 
tests may submit these scores or arrange to retake 
the examination. 

All transfer students receiving the Associate in Arts 
degree from a regionally accredited two-year college 
will be admitted at the third-year level at Eckerd 
College. 

Veterans and other applicants who are older and 
wish to transfer old credits or whose earlier 
academic records are unavailable or unusual are 
requested to direct special inquiry to the Admissions 
Office. 

The transfer of credit from other colleges and 
universities approved by their regional agency 
depends upon the comparability of the courses 
taken to those offered at Eckerd College and the 
approval of the academic division concerned. In 
general, courses in the liberal arts are transferable. 
Grades below "C" are not acceptable for transfer. 
Students wishing to transfer for spring term should 
initiate application before December 1. 



(^ 



COSTS AND 
FINANCIAL AID 



Costs 






Annual Expenses 


(1975-76) 






Resident 


Non-resident 




Students 


Students 


Tuition and fees 


$ 3,232 


$ 3,212 


Room and Board 


1,315 






$ 4,547 


$ 3,212 


Aid to Students 







Financial aid based on demonstrated need is avail- 
able to students on the basis of general guidelines 
approved by the Admissions and Scholarship 
Committee. Academic performance, personal 
development, and potential contribution to the 
college community are important considerations in 
awards of aid 

Financial need is determined by an evaluation of the 
Parents' Confidential Statement by the College 
Scholarship Service of Princeton, New Jersey. A 
student's total financial aid "package" will ordinarily 
include scholarship or grant, work aid, and loan. 

The college's financial aid program emphasizes self- 
help. Most students receiving financial aid are parti- 
cipants in the work-scholarship programs or one of 
the loan programs. Students are encouraged to seek 
outside sources of aid such as local and state 
scholarships; for example, Florida State Assistance 
Grants. All state residents demonstrating need are 
eligible. The college's fmancial aid office assists 
students and parents to complete the application 
forms and obtain the grant. Within Florida, you may 
call collect for assistance at 1-813-867-1166 and ask 
for Mr. Bazemore. 

Full financial aid information is available in the 
pamphlet Financial Guidance for Students 76-77. 

THOMAS PRESIDENTIAL SCHOLARSHIPS 

Each year ten Freshman applicants selected for out- 
standing achievement as indicated by academic 
accomplishments, creative talent, and character, 
may be awarded Thomas Presidential Scholarships. 
These merit scholarships provide $2,500 per year 
($10,000 total for four full years) and are not based 
on financial need. Scholarships are renewable 
provided the recipients' academic progress and 
personal development are satisfactory. 



THE FACULTY OF 
ECKERD COLLEGE 

Foundations Collegium Faculty 

Charles M. Morrison, III 

Foundations Collegium Chairman 

Collegium of Creative Arts 
Wilbur F. Block 

Collegium of Natural Sciences 
Richard R. Bredenberg 

Collegium of Creative Arts 
Alan W. Carlsten 

Collegium of Letters 
Nancy C. Carter 

Collegium of Letters 
J. Stanley Chesnut 

Collegium of Letters 
Dudley E. DeGroot 

Collegium of Comparative Cultures 
Julienne H. Empric 

Collegium of Letters 
Frank M. Figueroa 

Collegium of Comparative Cultures 
Timothy R. Gamelin 

Collegium of Behavioral Science 
lames R. Harley 

Director of Athletics 
E. Ashby Johnson 

Collegium of Comparative Cultures 
J. Peter Meinke 

Collegium of Creative Arts 
Anne A. Murphy 

Collegium of Behavioral Science 
Peter A. Pav 

Collegium of Letters 
George K. Reid 

Collegium of Natural Sciences 
Henri Ann Taylor 

Collegium of Creative Arts 
William C.Wilbur 

Collegium of Letters 
JackB. Williams 

Collegium of Behavioral Science 
Sandra H. Wilson 

Collegium of Behavioral Science 



rS) 



Faculty of the Collegium 
of Creative Arts 

J. Thomas West 

Chairman, Creative Arts Collegium 
Professor of Psychology 
B.S., Davidson College 
M.A., University of North Carolina 
Ph.D., Vanderbilt University 
Richard R. Bredenberg 
Professor of Education 
A.B., Dartmouth College 
B.D., S.T.M., Oberlin College 
Ph.D., New York University 
James R. Carlson 

Director of the Eckerd College 

Theatre 
Professor of Theatre Arts 
A.B., Hamline University 
M.A., University of Minnesota 
James G. Crane 

Professor of Visual Arts 
A.B., Albion College 
M.A., State University of Iowa 
M.F.A., Michigan State University 
John K. Eckert 

Assistant Professor of Art 
B.A., Eckerd College 
M.F.A., Cranbrook Academy of Art 
Joan D. Frosch 

Assistant Professor of Dance 
B.F.A., California Institute of Arts 
M.A., Teachers College, 
Columbia University 
Jerry H.Gill 

Professor of Philosophy 
B.A., Westmont College 
M.A., University of Washington 
B.D., New York Theological 
Seminary 

Ph.D., Duke University 
Robert O. Hodgell 
Associate Professor of Art 
B.S., M.S., University of Wisconsin 
Richard B. Mathews 
Assistant Professor of Literature 
B.A., University of Florida, 
University of Heidelberg 
Ph.D., University of Virginia 
J. Peter Meinke 

Director, Writers' Workshop 
Professor of Literature 
A.B., Hamilton College 
M.A., University of Michigan 
Ph.D., University of Minnesota 



Charles M. Morrison, III 

Assistant Professor of Theatre 
A.B., M.F.A., University of 
California, Los Angeles (UCLA) 

Molly K. Ransbury 

Director of Teacher Education 
Assistant Professor of Education 
B.S., M.S., State University of 
New York 
Ed.D., Indiana University 

Margaret R. Rigg 
Associate Professor of Visual Arts 
A.B., Florida State University 
M.A., Presbyterian School of 
Christian Education, Richmond 

Shirley A. Smith 
Assistant Professor of Music 
B.Mus., Oberlin College 
M.Mus., Syracuse University 

Henri Ann Taylor 
Assistant Professor of Physical 
Education and Leisure 
and Recreation 
A.B., Howard College 
M.A., University of Alabama 

William E. Waters 
Professor of Music 
A.B., University of North Carolina 
M.A., College of William and Mary 



Faculty of the 
Collegium of Letters 

Felix Rackow 

Chairman, Collegium of Letters 
Professor of Political Science, Pre- 
Law Adviser 
B.S., M.A., Ph.D., Cornell 

University 
BurrC. Brundage 
Professor of History 
A.B., Amherst College 
Ph.D., University of Chicago 
Alan W. Carlsten 

Professor of Religion and Speech 
B.S., University of Oklahoma 
M.Div., McCormick Theological 

Seminary 
Albert Howard Carter, III 

Assistant Professor of Comparative 

Literature and Humanities 
A.B., University of Chicago 
M.A., M.A., Ph.D., University of 

Iowa 
J. Stanley Chesnut 

Professor of Humanities and 

Religion 
B.A., University of Tulsa 
M.Div., McCormick Theological 

Seminary 
M.A., Ph.D., Yale University 
Julienne H. Empric 

Assistant Professor of Literature 
B. A. , Nazareth College of 

Rochester 
M.A., York University 
Ph.D., University of Notre Dame 
Rejane P. Genz 

Professor of French Language and 

Literature 
A.B., Sillery College, Quebec City 
License es lettres, Ph.D., Laval 

University 
Keith W. Irwin 

Professor of Philosophy 
A.B., Cornell College 
M.Div. Garrett Theological 

Seminary 
William F. McKee 
Professor of History 
B.A., College of Wooster 
M.A., Ph.D., University of 

Wisconsin 



(%) 



James H. Matthews 

Associate Professor of Literature 

B.A., Seattle Pacific College 

M.A., Ph.D., Vanderbilt University 
Peter A. Pav 

Associate Professor of Phiilosophy 

B.A., Knox College 

M.A., Ph.D., Indiana University 
William C. Wilbur 

Professor of Britishi and Modern 
European History 

A.B., Washington and Lee 
University 

Ph.D., Columbia University 



Faculty of the Collegium of 
Comparative Cultures 

Gilbert L. Johnston 

Cliairman, Collegium of 

Comparative Cultures 
Associate Professor of Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Seminary 
Ph.D., Harvard University 
Dudley E. DeGroot 

Professor of Anttiropology 
B.A., University of West Virginia 
M.A., University of New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 

Professor of Spanisfi and Hispanic 

Area Studies 

B.S., Seton Hall University 
M.A., Ed.D., Columbia University 

Teachers College 
Henry E. Genz 
Professor of French Language and 

Literature 
A.B., Emory University 
M.A., University of Wisconsin 
Ph.D., Western Reserve University 
E. Ashby Johnson 

Professor of Philosophy and 

Religion 
A.B., Presbyterian College, South 

Carolina 
B.D.,Th.M.,Th.D., Union 

Theological Seminary, Virginia 
Kenneth E. Keeton 

Professor of Cerman Language and 

Literature 
A.B., Georgetown College 
M.A., University of Kentucky 
Ph.D., University of North Carolina 
Mary C. Paidosh 
Assistant Professor of German 

Area Studies 
B.A., M.A., University of 

Minnesota 

Ph.D., University of Massachusetts 
Vivian A. Parsons 
Instructor in Russian 
A.B., Brandeis University 
M.A.T., Harvard University 



William H. Parsons I 

Associate Professor of History and 

Russian Studies 
A.B., Crinnell College 
A.M., Harvard University 
Ph.D., Indiana University 
Pedro N. Trakas 
Professor of Spanish 
A.B.,Wofford College 
M.A., Universidad Nacional de 

Mexico 

Ph.D., University of North Carolina 
Litt.D., Wofford College 



CM) 



Faculty of the Collegium of 
Behavioral Science 

J. Marvin Bentley 

Chairman, Behavioral Science 
Collegium 
Associate Professor of Economics 
B.A., Davidson College 
Ph.D., Tulane University 

)oan A. Barnett 

Assistant Professor of Anthropology 
B.A., University of Pennsylvania 
M.A., Ph.D., Stanford University 

JonckerR. Ibn Biandudi 
Assistant Professor of Afro- 
American Studies 
B.A., Sioux Falls College 
M.A., Howard University 

Theodore M. Dembroski 

Associate Professor of Psychology 
B.S., Ph.D., University of Houston 

Timothy R. Gamelin 

Associate Professor of International 
Politics 

B.A., Gustavus Adolphus College 
M.A., Ph.D., Duke University 

Wesley E. Harper 

Assistant Professor of Psychology 
B.A., Harvard University 
Ph.D., Stanford University 

Anne A. Murphy 
Associate Professor of American 
Political Behavior 
B.A., College of Wooster 
B.D., Yale Divinity School 
Ph.D., University of North Carolina 

Tom Oberhofer 

Assistant Professor of Economics 
B.S., Fordham University 
M.A., Ph.D., Rutgers University 

Jack B.Williams 
Assistant Professor of Sociology 
B.A., University of South Florida 
M.A., Ph.D., Vanderbilt 
University 

Sandra H.Wilson 
Assistant Professor of Management 
A.B., Florida A & M University 
M.Ed., Ohio University 
Ph.D., University of South Florida 

William E. Winston 
Assistant Professor of Sociology 
B.A., Central Washington State 
M.A., Washington State University 



Faculty of the Collegium 
of Natural Sciences 

William B. Roess 

Chairman, Collegium of Natural 
Sciences 

Professor of Biology 
B.S., Blackburn College 
Ph.D., Florida State University 

Wilbur F. Block 

Associate Professor of Physics 
B.S., M.S., Ph.D., University of 
Florida 

Salvatore Capobianco 
Assistant Professor of Psychology 
B.A., M.A., University of Kansas 
Ph.D., Rutgers University 

Joan T. D'Agostino 

Assistant Professor of Chemistry 
A.B., Rutgers University 
Ph.D., University of Cincinnati 

John C. Ferguson 
Professor of Biology 
A.B., Duke University 
M.A., Ph.D., Cornell University 

Philip R. Ferguson 

Professor of Chemistry 

A.B., M.A., Indiana University 

Ph.D., University of North Carolina 

Irving G. Foster 
Professor of Physics 
B.S., Virginia Military Institute 
Ph.M., University of Wisconsin 
Ph.D., University of Virginia 

George W. Lofquist 

Professor of Mathematics 
B.S., University of North Carolina 
M.S., Ph.D., Louisiana State 
University 

James M. MacDougall 
Associate Professor of Psychology 
B.S., Highlands University, New 
Mexico 
M.A., Ph.D., Kansas State 
University 

Billy H.Maddox 

Professor of Mathematics 
B.S., Troy State College 
M.Ed., University of Florida 
Ph.D., University of South Carolina 

Robert C. Meacham 

Professor of Mathematics 
A.B., Southwestern at Memphis 
Sc.M., Ph.D., Brown University 



Richard W. Neithamer 

Professor of Chemistry 
B.S., Allegheny College 
Ph.D., Indiana University 
George K. Reid 

Professor of Biology 
B.S., Presbyterian College, South 
Carolina 
M.S., Ph.D., University of Florida 



Emeritus 

Clark L.Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

Tennyson P. Chang 

Professor Emeritus of Asian Studies 
Ph.D., Georgetown University 

Robert J. Gould 

Professor Emeritus of Music 
B.Mus., University of Oregon 

Emil Kauder 

Professor Emeritus of Economics 
Ph.D., University of Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
M.A., Ph.D., University of 
Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R. White 
Professor Emeritus of Classics 
Ph.D., University of Michigan 

Daniel A. Zaret 

Professor Emeritus of Russian 
Ph.D., University of Moscow 



(^ 



ADMINISTRATION 

OFFICE OF THE PRESIDENT 



OFFICE OF STUDENT AFFAIRS 



Billy O. Wireman 

President of the College 
A.B., Georgetown College 
M.A., University of Kentucky 
Ed.D., George Peabody College 
Marjorie R. Nincehelser 
Administrative Secretary 

OFFICE OF THE PROVOST 

Richard Ray Hallin 

Provost 

Dean of Faculty 
B.A., Occidental College 
B.A., M.A., Exeter College, Oxford 
University, England 
Ph.D., Columbia University 

STAFF 

Clark H. Bouwman 

Dean of Administration and 
Special Academic Programs 

Ph.D., New School 
for Social Research 
Patricia E. Bouwman 

Learning Resources Center 

B.A., Western Michigan University 
A. Jack Bazemore 

Director, Financial Aid 

M.B.A., Georgia State University 
Nancy C. Carter 

Assistant Professor 
of American Studies 

Learning Resources Center 

Ph.D., University of Iowa 
Anna L. Fussell 

Coordinator, Field Experience 
Placements 
Ofelia E. Garcia 

Admissions Counselor 

M.A., University of Michigan 
David W. Henderson 

Readers' Services Librarian 

A.M.L.S., Florida State University 
Christine H. Johnson 

Admissions Counselor 

B.S., University of New Hampshire 



Joanne J. Lofquist 

Technical Services Librarian 

S.M.L.S., University of North 
Carolina 
Sheila M. Johnston 

Director, International Education 

M.A., Pennsylvania State University 
LeRoy J. Lebbin 

Head Librarian 

M.S.L.S., Western Reserve University 
Cloyd H. McClung 

Reference Librarian 

AMIS., Florida State University 
Patricia S. Mann 

Career-Serv/ces 

M.A., University of Missouri 
Sally S. Miller 

Coordinator, Semester Abroad 

B.A., Florida State University 
Moses Stith 

Director of Campus Ministry 

M.Div., Pittsburgh Theological 
Seminary 
Ruth R. Trigg 

Registrar 

B. A. , University of Kentucky 
Phyllis T. Zarek 

Assistant to the Librarian for 
Acquisitions 

INTERCOLLEGIATE ATHLETICS 

James R. Harley 

Director of Athletics 
Associate Professor of Physical 
Education 

B.S., Georgia Teachers College 
M.A., George Peabody College 
William Livesey 
Assistant Professor of Physical 
Education 
B.S., University of Maine 



Sarah K. Dean 

Vice President and Dean of Student 
Affairs 

M.Re., Southern Baptist 
Theological Seminary 

MA,, George Peabody College 
Sharon M. Covert 

Career Counselor 

B.A., Eckerd College 
William C. Covert 

Director of Waterfront Activities, 
ARC Instructor 

A. A., St. Petersburg Junior College 
Barbara J. Ely 

Director of Nursing Services 

R.N., White Cross Hospital 
James E. Hyler 

Director of Health Services 

M.D., University of Alabama 
School of Medicine 
Ellen A. Jonassen 

Career Counselor 

B.A., Southwestern at Memphis 

Ph.D., University of Florida 
Mary Louise Jones 

Night Nurse 

R.N., Grady Memorial Hospital 
Joan Q. Minnis 

Part/Time Counselor in Residence 

M.A., Howard University 
Maria Santa-Maria 

Associate Director of Career & 
Personal Counseling Center and 
Psychologist 

M.A., Ohio State University 
William E. Savage 

Dean of Residential Affairs 

D.Mn., University of Chicago 
John R. Sims 

Pastoral Counselor 

B.A., Eckerd College 

B.D., Union Seminary, Virginia 



{S) 



OFFICE OF DEVELOPMENT 
AND COLLEGE RELATIONS 

Robert B. Stewart 

Vice President for Development 
and College Relations 

A.B., Rollins College 

B.S., University of Florida 
Christine B. Buhrman 

Director, Annual Giving, 
Development 

M.M., Florida State University 
Charles B. Hoffman 

Director, College and Alumni 
Relations 

B.S., University of Illinois 
Joseph S. McClure 

Director, Church Relations 

B.S., Davidson College 

B.D., Union Theological Seminary 

Th.M., Austin Presbyterian 
Theological Seminary 
Betty Ray 

Director of Public Information 

A.B., Wesleyan College 
John R. Watson 

Director of Development 

B.A., Southern Illinois University 

OFFICE OF BUSINESS AFFAIRS 

L.R. Smout 

V;'ce President for Business Affairs 
B.A., University of South Florida 

Charles F. Gibbs 

Director, Purchasing and Store 
A.B., New York University 

James E. Hampton, Jr. 

Director, Accounting and Finance 
B.B.A., Memphis State University 

William A. Hofacker 
Director, Physical Plant 
B.S., University of Illinois 

Leonard J. Walkoviak 
Director, Data Services 



BOARD OF TRUSTEES 



Mr. Robert T. Sheen 

Chairman 
The Rev. Clem E. Bininger, D.D. 

Vice Chairman 
Oscar Kreutz 

Treasurer 
Mr. Garnette J. Stollings 

Assistant Treasurer 
Mr. Williard A. Gortner 

Secretary 
Mrs. Marjorie R. Nincehelser 

Assistant Secretary 



The Rev. Harvard A. Anderson, D.D. 

Longwood, Florida 
The Rev. Robert C. Asmuth 

Pastor 

First Presbyterian Church 

Fort Myers, Florida 
Mr. W.D. Bach 

Pensacola, Florida 
Mr. William M. Bateman 

Securities Broker - Vice Pres. 

Hornblower & Weeks - Hemphill, 
Noyes, Inc. 

Palm Beach, Florida 
Mr. Joseph A. Benner, Jr. 

Stephen A. Calder Enterprises 

Ft. Lauderdale, Florida 
The Rev. Clem E. Bininger, D.D., 

L.H.D. 

Pastor 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mrs. Lawrence C. Clark 

St. Petersburg, Florida 
Mr. Charles Creighton 

President 

Creighton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Cumming 

Plantation United Presbyterian 
Church 

Plantation, Florida 
The Rev. Robert P. Douglass, D.D. 

Stated Clerk, Executive Secretary 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 



The Rev. Paul M. Edris, D.D. 

Moderator, General Assembly 

The Presbyterian Church in the 
United States 

Daytona Beach, Florida 
The Rev. Irvin Elligan, Jr. 

Pastor 

New Covenant Presbyterian Church 

Miami, Florida 
Mr. J. Colin English 

Chairman of the Board 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mr. J. Peter France 

St. Petersburg, Florida 
Mr. H.D. Frueauff, Jr. 

President 

Tool Engineering Service 

Tallahassee, Florida 
The Rev. T. Robert Fulton, D.D. 

South Jacksonville Presbyterian 
Church 

Jacksonville, Florida 
Mr. John Michael Garner 

President 

First State Bank in Miami 

Miami, Florida 
Mr. Willard A. Gortner 

Vice President 

Harris Upham and Co., Inc. 

St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 

Pres /dent 

Ben Hill Griffin, Inc. 

Frostproof, Florida 
Dr. Sarah Louise Halmi 

Clearwater, Florida 
Mrs. Lorena C. Hannahs 

Redington Beach, Florida 
The Rev. Thomas L. Harrington 

First United Presbyterian Church 

Tequesta, Florida 
The Rev. Lacy R. Harwell 

Pastor 

Maximo Presbyterian Church 

St. Petersburg, Florida 
Mr. Frank M. Hubbard 

Chairman of the Board 

Hubbard Construction Co. 

Orlando, Florida 



(^ 



The Rev. Robert F. Inman 

First Presbyterian Church 

Fort Walton Beach, Florida 
Mr. Stephen R. Kirby 

St. Petersburg, Florida 
Mr. Oscar R. Kreutz 

Chairman Emeritus and Consultant 

Florida Federal Savings and Loan 
Assn. 

St. Petersburg, Florida 
Mr. E. Colin Lindsey 

Executive Vice President 

Belk-Lindsey Stores, Inc. 

Tampa, Florida 
The Rev. Seth C. Morrow, D.D. 

Pastor 

First Presbyterian Church 

Delray Beach, Florida 
Mr. Howard W. Nix, Jr. 

President 

Landmark Union Trust Bank 

St. Petersburg, Florida 
Mr. William F. O'Neill 

Chairman of the Board 

Tampa Bay Engineering Co. 

St. Petersburg, Florida 
Dr. Benjamin L. Perry, Jr. 

President 

Florida Agricultural and 
Mechanical University 

Tallahassee, Florida 
Mr. Harry M. Piper, CLU 

Piper and Associates 

Seminole, Florida 
The Rev. Arnold B. Poole, D.D. 

Pastor 

Pine Shores Presbyterian Church 

Sarasota, Florida 
Mrs. Woodbury Ransom 

Chicago, Illinois 
Dr. Joseph H. Reason 

Tallahassee, Florida 
Mr. Gerald S. Rehm 

Executive Director 

Jack and Ruth Eckerd Foundation 

Clearwater, Florida 
Mr. George Ruppel 

Vice Pres. & Secretary 

Modern Tool & Die Co. of 
Florida 

Pinellas Park, Florida 



Mr. Robert T. Sheen 

Chairman, Executive Committee 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. John W. Sterchi 

Orlando, Florida 
Mr. Garnette J. Stollings 

St. Petersburg, Florida 
Mr. Stewart Turley 

Chairman of the Board 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mr. David L. Wilt 

Wilt and Associates 

Arlington, Virginia 



HONORARY 
BOARD OF TRUSTEES 

Dr. Gordon W. Blackwell 

President 

Furman University 

Greenville, South Carolina 
Mr. Charles J. Bradshaw 

Miami Shores, Florida 
Mr. Cecil V. Butler 

President 

C.V. Butler Farms 

Havana, Florida 
Mr. J. Leo Chapman 
•- Attorney 

West Palm Beach, Florida 
The Rev. Roy B. Conjior, Jr., D.D. 

Pompano Beach, Florida 
The Rev. John B. Dickson, D.D. 

Clearwater, Florida 
Mrs. J. Morton Douglas 

Weirsdale, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
The Rev. Jack G. Hand, D.D. 

Pastor 

The Palms Presbyterian Church 

Jacksonville Beach, Florida 
Dr. W. Monte Johnson 

Lakeland, Florida 
Dr. William H.Kadel 

Sarver, Pennsylvania 
Dr. Philip J. Lee 

Vice President, Retired 

Seaboard Coastline Railroad 

Tampa, Florida 
Mr. Elwyn L. Middleton 

Attorney 

Palm Beach, Florida 
Mr. Benjamin G. Parks 

Attorney 

Naples, Florida 
Dr. J. WayneReitz 

Gainesville, Florida 
The Rev. Richard L. Scoggins, D.D. 

Pastor 

Wallace Memorial Presbyterian 
Church 

Panama City, Florida 



rif) 



BOARD OF VISITORS 



Eckerd College's Board of Visitors is comprised of people who have distin- 
guished themselves through significant contributions to our society. The Board 
works with the president on questions of national significance facing American 
higher education generally and the private, church-related college specifically. 

Mr. Leslie R. Severinghaus, Headmaster Emeritus of Haverford School, 
Haverford, Pennsylvania, serves as chairman of the Board of Visitors. The 
Board meets annually on campus. 



Mr. Arthur C. Allyn, Jr. 

A.C. Allyn&Co. 

Sarasota, Florida 
The Hon. William B. Buffum 

U.S. Ambassador to Lebanon 

Beirut, Lebanon 
Dr. Howard Chadwick 

Pastor 

First Presbyterian Church 

Orlando, Florida 
Mr. William H. Cornog 

Super/nfenc/ent 

New Trier East High School 

Winnetka, Illinois 
Mr. Neil O. Davis 

Editor and Publisher 

The Auburn Bulletin 

Auburn, Alabama 
Mr. Richard W. Day 

Principal 

The Montclair Kimberley Academy 

Montclair, New Jersey 
Dr. Theodore A. Distler 

Lancaster, Pennsylvania 
Mr. Charles Gordon Dobbins 

Washington, DC. 
Mr. John W. Douglas 

Attorney 

Washington, DC. 
Mr. J. Wayne Fredericks 

Ford Motor Company 

New York, New York 
Mr. Herman W. Goldner 

/Attorney 

St. Petersburg, Florida 
Dr. Samuel B. Gould 

Sarasota, Florida 
Mrs. Mary N. Hilton 

Deputy Director, Women's Bureau 

U.S. Department of Labor 

Washington, D.C. 
Mrs. Charlotte M. Hubbard 

Washington, D.C. 



Dr. John H. Jacobson 

Vice Pres. Academic Affairs 

Empire State College 

Saratoga Springs, New York 
Dr. Kenneth Keniston 

School of Medicine 

Yale University 

New Haven, Connecticut 
Dr. George K. Makechnie 

Dean Emeritus 

Boston University 

Boston, Massachusetts 
Colonel Francis Pickens Miller 

Government Service, Writer 

Washington, DC. 
Mrs. Helen Hill Miller 

Economist, Writer 

Washington, DC. 
Sister Rita Mudd 

National Conference of Bishops 

Washington, DC. 
Mr. Henry Owen 

The Brookings Institution 

Washington, DC. 
The Hon. Luther I. Replogle 

Chicago, Illinois 
Dr. J. McDowell Richards 

Columbia Theological Seminary 

Decatur, Georgia 
Dr. Lindon E. Saline 

General Electric Company 

Management Development 
Institute 

Croton-on-Hudson, New York 
Mr. David R. Satin 

The Harvest Organization 

Coral Gables, Florida 
Mr. Leslie R. Severinghaus 

Coconut Grove, Florida 
Dr. David W. Sprunt 

Chaplain 

Washington and Lee University 

Lexington, Virginia 



Dr. John Randolph Taylor 

Myers Park Presbyterian Church 

Charlotte, North Carolina 
Dr. James C. Thomson, Jr. 

Harvard University 

Cambridge, Massachusetts 
Dr. Harold Blake Walker 

Evanston, Illinois 
Mr. Haskell Ward 

Ford Foundation 

International Division 

New York, New York 



^ 



PRESIDENT'S ROUNDTABLE 

The President's Roundtable, a select group of young Florida business and 
civic leaders, meets twice a year for an in-depth look at the complexities of 
higher education, and provides college officials with capable advice on matters 
of common interest. 



Mr. George J. Albright, Jr. 

Albright Realty 

Oklawaha, Florida 
Mrs. Upham Allen 

St. Petersburg, Florida 
Mrs. William C. Ballard 

St. Petersburg, Florida 
Mr. David E. Becker 

Vice President 

Smith, Barney and Co., Inc. 

Tampa, Florida 
Mr. Joseph A. Benner, Jr. 

Stephen A. Calder Enterprises 

Ft. Lauderdale, Florida 
The Rev. Mrs. Betty L. Blanton 

Trinity Presbyterian Church 

Jacksonville, Florida 
Mr. Jay D. Bond, Jr. 

Attorney 

Daytona Beach, Florida 
Mr. R. William Bramberg, Jr. 

President 

The Bramberg Management 
Organization 

Clearwater, Florida 
Mr. William D. Callaghan, Jr. 

Western Reserve Life Assurance Co. 

Clearwater, Florida 
Mr. Carey F. Carlton 

Carlton Cattle Co. 

Sebring, Florida 
Mr. W. Don Carr 

Senior Vice President 

Florida Federal Savings and Loan 
Assn. 

St. Petersburg, Florida 
Mr. Charles Choate 

President 

First National Bank 

St. Petersburg, Florida 
Mr. Lawrence C. Clark 

St. Petersburg, Florida 
Mr. Donald R. Crane, Jr. 

Vice President 

Nabers, Crane & Siver, Inc. 

St. Petersburg, Florida 
Mr. E. Earl Donaldson 

Tampa, Florida 



Mr. J. Colin English, Jr. 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Mr. John C. Evans 

Project Engineer 

Tampa Bay Engineering Co. 

St. Petersburg, Florida 
Mr. Kim Evans 

Econometrics Corporation 

Winter Park, Florida 
Mr. Gary Froid, CLU 

Froid-Schmidt & Associates 

St. Petersburg, Florida 
Mr. Alan D. Galletly 

Vice President Marketing 

C. Randolph Wedding, A. I. A. 

St. Petersburg, Florida 
Mr. Rex L. Gay 

Vice President 

Freedom Federal Savings & Loan 
of Tampa 

Largo, Florida 
Mr. John E. Grady, Jr. 

Vice President 

Suncoast Highland Corp. 

Clearwater, Florida 
The Hon. D. Robert Graham 

Vice President 

Sengra Development Corp. 

State Senator, 33rd District 

Miami Lakes, Florida 
Mr. John L. Green, Jr. 

Attorney 

St. Petersburg, Florida 
Mr. Robert J. Haiman 

Executive Editor 

St. Petersburg Times 

St. Petersburg, Florida 
Mr. Clifford M. Hames 

Senior Vice President and Trust 
Officer 

Sun First National Bank at 
Orlando 

Orlando, Florida 
Mr. L. Edwin Hardman 

Vice President 

Flagship Bank of Tampa 

Tampa, Florida 



Mrs. Carleen V. Haskell 

Executive Director 

The Shorecrest School 

St. Petersburg, Florida 
Mr. James William Heavener 

Heavener Realty Company 

Orlando, Florida 
Mr. Robert G. Holmes, Jr. 

President 

Aero Systems, Inc. 

Miami, Florida 
The Rev. Samuel M. Houck 

Regional Comnnunications 
Executive 

Presbyterian Church in the U.S. 

Jacksonville, Florida 
Mr. Thomas A. James 

Raymond, James & Associates, Inc. 

St. Petersburg, Florida 
Judge Richard B. Keating 

Orlando, Florida 
Mr. HaroldJ.Kelley 

President 

Barnett Bank of St. Petersburg 

St. Petersburg, Florida 
Mr. James T. Lang 

Certified Public Accountant 

Lang, Collins & Gomillion 

St. Petersburg, Florida 
Mr. Victor P. Leavengood 

Secretary and Treasurer 

General Telephone Co. 

Tampa, Florida 
Mrs. Helen K. Leslie 

Executive Vice President 

K & W Supply House, Inc. 

St. Petersburg, Florida 
Judge Robert Michael 

Circuit judge 

St. Petersburg, Florida 
Mr. Neville D. Miller 

President 

Community Bank of St. Petersburg 

St. Petersburg, Florida 
Mr. Robert C. Moss 

Naples, Florida 
Judge Emery J. Newell 

Juvenile and Domestic Relations 
Court 

West Palm Beach, Florida 



{S) 



Mr. L. Eugene Oliver, Jr. 

President 

Bank of Florida 

St. Petersburg, Florida 
Mr. Albert C. O'Neill, Jr. 

Attorney 

Tampa, Florida 
The Rev. Russell C. Owens 

Associate Executive Director 

Florida United Presbyterian 
Homes, Inc. 

Lakeland, Florida 
Mr. J. Ross Parker 

President 

Pepsi-Cola Bottling Co. 

Tampa, Florida 
Mr. Harry M. Piper, CLU 

Piper and Associates 

Seminole, Florida 
Mrs. Marion Poynter 

lournalit 

St. Petersburg, Florida 
Mr. Eugene D. Ruffier 

Merrill Lynch, Pierce, Fenner & 
Smith, Inc. 

Orlando, Florida 
Mr. Richard Smith 

President 

Tampa Bay Engineering Co. 

St. Petersburg, Florida 
Dr. Robert E. Stewart 

Physician 

Huntsville, Alabama 
Mr. Justice Alan C. Sundberg 

Member, Supreme Court 
State of Florida 

Tallahassee, Florida 
Dr. Ruth Fleet Thurman 

Stetson University of Law 

St. Petersburg, Florida 
Mr. David Tudeen 

Architect 

St. Petersburg, Florida 
Mr. Stewart Turley 

Chairman of the Board 

Jack Eckerd Corporation 

Clearwater, Florida 



Mr. Robert G. Wagner 

President 

First National Bank of Seminole 

Seminole, Florida 
Mr. William P. Wallace 

President 

Bennett, Wallace, Welch and 
Green Insurance Co. 

St. Petersburg, Florida 
The Hon. John T. Ware 

Attorney 

State Senator, 18th District 

St. Petersburg, Florida 
The Rev. Charles S. Webster, D.D. 

The Moorings Presbyterian Church 

Naples, Florida 
Dr. H.D. Williams 

Richey Medical Center 

New Port Richey, Florida 



(^ 



CALENDAR OF EVENTS 1976-77 



August 20 Freshmen arrive and register before 3;00 p.m. 

August 21 Autumn term classes begin. 

September 9 Residence houses open to upperclassmen at 8:00 a.m. 

September 10 Registration for fall and winter term, all students; autumn term ends at 4:30 p.m. 

September 11 Reexaminations and Independent Study examinations. 

September 13 Module 1 begins at 8:00 a.m. 

September 15 Convocation. 

September 17 Last day to enter classes, end of drop/add period for Module 1 and fall term. 

October 28 Module 1 ends at 4:30 p.m. 

November 1 Module 2 begins at 8:00 a.m. 

November 3-4 Meeting of Board of Trustees. 

November 5 Last day to enter classes, end of drop/add period for Module 2. 

November 17-19 Registration for spring term. 

November 25-26 Thanksgiving holiday; no classes. 

December 17 Module 2 ends and Christmas recess begins at 4:30 p.m. 

December 18 Residence houses close at 10:00 a.m. 

January 2 Residence houses reopen at 9:00 a.m. 

Januarys Winter term begins at 8:00 a.m. All projects meet. 

January 4 Last day to enter winter term, end of drop/add period. 

January 27-28 First comprehensive examination period. 

January 28 Winter term ends. 

February 1 Module 3 begins at 8:00 a.m. 

February 7 Last day to enter classes, end of drop/add period for Module 3 and spring term. 

March 18 Module 3 ends and spring recess begins at 4:30 p.m. 

March 19 Residence houses close at 10:00 a.m. 

March 28 Residence houses reopen at 9:00 a.m. 

March 29 Module 4 begins at 8:00 a.m. 

April 4 Last day to enter classes, end of drop/add period for Module 4. 

April 5-7 Second comprehensive examination period. 

Aprils Good Friday; no classes. 

April 13-14 Meeting of Board of Trustees. 

April 21 Mentor conferences and contracts for 1977-78; no classes. 

April 21-25 Registration for fall term, 1977-78. 

May 19 Module 4 ends at 4:30 p.m. 

May 22 Baccalaureate-Commencement. 

May 23 Residence houses close at 10:00 a.m. 

June 13 Registration for Summer Module. 

June 13-July 29 Summer Module. 



(^ 



CALENDAR OF EVENTS 1977-78 



August 19 Freshmen arrive and register before 3:00 p.m. 

August 20 Autumn term classes begin. 

September 8 Residence houses open to upperclassmen at 8:00 a.m. 

September 9 Registration for fall and winter terms, all students; autumn term ends at 4:30 p.m. 

September 10 Reexaminations and Independent Study examinations 

September 12 Module 1 begins at 8:00 a.m. 

September 14 Convocation 

September 16 Last day to enter classes, end of drop/add period for Module 1 and fall term. 

October 27 Module 1 ends at 4:30 p.m. 

October 31 Module 2 begins at 8:00 a.m. 

November 4 Last day to enter classes, end of drop/add period for Module 2. 

November 9-10 Meeting of Board of Trustees. 

November 16-18 Registration for spring term. 

November 24-25 Thanksgiving holiday; no classes 

December 16 Module 2 ends and Christmas recess begins at 4:30 p.m. 

December 17 Residence houses close at 10:00 a.m. 

January 2 Residence houses reopen at 9:00 a.m. 

January 3 Winter term begins at 8:00 a.m. All projects meet 

January 4 Last day to enter winter term, end of drop/add period. 

January 26-27 First comprehensive examination period. 

January 27 Winter term ends. 

January 31 Module 3 begins at8:00 a.m. 

February 6 Last day to enter classes, end of drop/add period for Module 3 and spring term. 

March 17 Module 3 ends and spring recess begins at 4:30 p.m. 

March 18 Residence houses close at 10:00 a.m. 

March 27 Residence houses reopen at 9:00 a.m. 

March 28 Module 4 begins at 8:00 a.m. 

April 3 Last day to enter classes, end of drop/add period for Module 4. 

April 4-6 Second comprehensive examination period. 

April 12-13 Meeting of Board of Trustees. 

April 20 Mentor conferences and contracts for 1978-79; no classes. 

April 20-24 Registration for fall term 1978-79. 

May 18 Module 4 ends at 4:30 p.m. 

May 21 Baccalaureate-Commencement. 

May 22 Residence houses close at 10:00 a.m. 

June 12 Registration for Summer Module. 

June 12-July 28 Summer Module. 



(%) 




Eckerd College Admits Students 
of Any Race, Color, National 
or Ethnic Origin. 



THE ECKERD COLLEGE CAMPUS 



1. 


Upham Administration Building 


14. 


Bininger Center 


2. 


Ben Hill Griffin Chapel 




for Performing Arts 


3. 


Lewis House 


15. 


Boat House 


4. 


Physical Plant 


16. 


Edmundson Hall 


5. 


Frances and Bivian McArthur 


17. 


Brown Hall 




Physical Education Center 


18. 


Lindsay Hall 


6. 


Psychology Laboratory 


19. 


Fox Hall 


7. 


F. Page Seibert 


20. 


Webb Health Center 




Humanities Building 


21. 


Student Cafeteria 


8. 


Forrer Language Center 


22. 


Alpha Residence Cluster 


9. 


Robert T. Sheen Science Center 


23. 


Beta Residence Cluster 


10. 


Dendy-McNair Auditorium 


24. 


Gamma Residence Cluster 


11. 


William Luther Cobb Library 


25. 


Delta Residence Cluster 


12. 


R. W. and Helen Roberts 


26. 


Epsilon Residence Cluster 




Music Center 


27. 


Zeta Residence Cluster 


13. 


Christiana and Woodbury Ransom 


28. 


Kappa Residence Cluster 




Visual Arts Center 


29. 


Tennis Court 



(Bayway) 54th AVENUE SOUTH 





eCKGRD coLLece 

St. Petersburg, Florida 33733 
Telephone (813) 867-1166